Dr Andy BownAHMED ABDULLAH ALI ALQARNI2022-05-292022-05-29https://drepo.sdl.edu.sa/handle/20.500.14154/48189This research investigated the attitudes of second language (L2) Arabic learners and their teachers in Saudi Arabia towards using mobile devices in their Arabic language learning. A mixed-methods sequential explanatory design was used. This process involved two distinct phases: a quantitative phase, followed by a qualitative one. A total of 303 learners of L2 Arabic and 150 teachers, from seven Arabic language institutes, participated in the quantitative phase of the study using a questionnaire. Sixteen L2 Arabic learners and 14 teachers participated in the qualitative phase through semi-structured interviews. The findings of the study revealed that mobile devices were widespread between L2 Arabic learners and their teachers. The most common use of mobile devices was focused on social media and dictionary applications. L2 Arabic learners and teachers showed a positive attitude towards using mobile devices in Arabic language learning and agreed with the noted benefits of using them in class. However, the lack of awareness around what mobile applications and online programmes were available for L2 Arabic learning and teaching played an essential role in the current use of mobile devices in Arabic language learning. The findings from this study revealed the potential for using an adapted model for mobile learning acceptance for L2 Arabic institutes within Saudi Arabia. The application of a model was driven by the data collected, as it aligned with the Technology Acceptance Model (TAM). The results of this study will support Saudi universities in the creation of workflows and strategies to introduce mobile technologies in L2 Arabic learning. This will enhance Saudi Arabia as a leader in the field of teaching Arabic as a second language.en