This study aims to evaluate the effectiveness of incorporating different types of smartphone applications i.e., game-based, flashcards and self-paced applications in vocabulary teaching and learning at a public university in Oman. Past research indicated that Mobile Assisted Language Learning (MALL) applications facilitated second language learning (Stockwell, 2010). As a result, many teachers have opted to use smartphone-based applications such as Kahoot, Quizlet, and Memrise to engage their learners in the classroom and motivate them to learn lexical items. This paper investigates how deep is the influence and effectiveness of teachers’ use of mobile applications on the students' learning of Academic vocabulary and how these applications should be utilized to be as effective as possible. The study uses semi-structured interviews with 8 interviewees who are lecturers at UTAS, Oman. The interviews focused on frequency of usage, efficiency, personal experiences and ideas for effective implementation of such applications in the future. Results indicate that smartphone applications used for vocabulary learning have a positive impact on vocabulary teaching and learning, enhancement of academic learning skills and advancement of academic vocabulary retention levels. The study also provides recommendations for effective use of mobile applications in vocabulary learning and teaching.