Purpose: This paper aims to focus on contextualized features for mobile language learning apps. The scope of this paper is to explore students' perceptions of contextualized mobile language learning. Design/Methodology/Approach: An extended Technology Acceptance Model was developed to analyze the effect of contextual app features on students' usage intention. The suggested app concept applies context-triggered push notifications to initiate learning sessions based on a location-aware vocabulary. Partial least squares structural equation modeling (PLS-SEM) was used for an empirical validation of the proposed research model. Findings: The results of the analysis revealed, that students perceived the proposed app as beneficial for their learning endeavors. The location-aware feature is essentially relevant to improve the perceived usefulness of the system, as it may increase the learning effectiveness of the app in their everyday life. Research Limitations/Implications: The study was conducted in quite a homogenous population. The sample size of the survey was rather small (n = 45). Further research is necessary to confirm the promising results of the research. Originality/Value: The results give some first evidence that the integration of innovative contextual features in mobile language learning apps may increase the usage intention and motivation to engage in a learning activity. [This research paper is an extended version of a conference paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (11th, Madeira, Portugal, Mar 14-16, 2015) (see, ED562427).]