Students' Perceptions Regarding the Use of Mobile Game for Self-Directed Vocabulary Learning

Abstract

Purpose – This study aimed to investigate students’ perceptions of using Mobile Legends as a medium for self-directed vocabulary learning. Methodology – This study employed a qualitative case study design. Data were collected through semi-structured interviews and Focus Group Discussions (FGD) involving ten 11th-grade high school students, consisting of five students from a public school and five from a private school. The data were analyzed using Miles et al.’s (2021) three-step process: data condensation, data display, and drawing and verifying conclusions.  Findings – Five aspects contributed to students’ perceptions: mind-independence, transparency, phenomenological observation, effectiveness, and flexibility. Most students perceived mobile games as useful for self-directed vocabulary learning and believed that vocabulary could be learned while playing Mobile Legends. They also considered its features helpful for vocabulary learning and viewed mobile game-based learning as flexible. However, most students perceived it as less effective for vocabulary learning. Novelty – This study offers qualitative insight into students’ perceptions of Mobile Legends as a medium for self-directed vocabulary learning, particularly by involving students from both public and private schools.  Significance – The findings suggest that mobile games can serve as flexible supplementary media for vocabulary learning, although their effectiveness should be further considered.