This paper presents an investigation into students’ attitudes toward the use of mobile applications for learning English vocabulary among English-majored students at Thai Nguyen university of Technology. A questionnaire survey was conducted with 30 students using a Likert scale. The study examines four aspects: frequency of use, perceived effectiveness, motivation and interest, and ease of use and convenience. The findings reveal that most students frequently use mobile applications and hold positive attitudes toward their effectiveness. Mobile applications help increase students’ motivation and engagement, particularly through interactive and flexible learning features. However, qualitative responses show that there are still several challenges, including distraction, limited vocabulary scope, and dependence on internet access. The study suggests that mobile applications are valuable tools for vocabulary learning when integrated appropriately into teaching practices.