This research aims at understanding students' attitudes and perceptions towards using mobile
phones as a learning tool for additional reading practices within a course. The study is conducted to
address how mobile phones are used in grammar and vocabulary learning, inside/outside French language
classrooms, for undergraduate students at Princess Nora University. This can be achieved by answering
the questions: what is the appropriate method that achieves best students' interaction and understanding;
and is there a difference between students' performance before and after using mobile phones. Hence, a
mixed methodology (quantitative-qualitative) was used. The data was collected via a questionnaire for
students' attitudes to use m-learning and their perceptions about it. The study examined the use of mobile
phones as a(n): repository of assignments/exercises; tool for reading via multimedia features; and emailbased
learning/instant messaging voice-over-Internet protocol applications. The analysis focused on
examining the attitudes and perceptions of students towards m-learning by conducting pre-test and posttest
experiment. The quantitative data analysis showed that students' attitudes are high, while students'
perceptions are moderate. Results indicated that the utilization of m-learning improves students' learning
performance inside and outside the classroom. The main advantage of m-learning is it can be used
anywhere-anytime; and it can be adopted to enhance students' interaction and learning experiences.