This paper aims to study teachers’ attitudes and perspectives toward mobile learning implementation in secondary schools in Saudi Arabia. The study consists of 34 English language teachers, all from Saudi Arabia. The study depends on the descriptive approach to evaluate English language teachers’ attitudes, and perspectives toward using smart phones in pedagogical processes. The results asserts that Saudi English language teachers have positive attitudes and perspectives toward using smart phones in pedagogical process with total mean of (3.04) out of 4. Furthermore, the findings show that the total mean of using or developing mobile learning applications is equal to (2.73) which show that the majority of Saudi English language teachers perceived themselves as undecided or proficient and more close to proficient concerning their ability to use smart phones and mobile applications for language teaching.
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