The Effect of Using WhatsApp on Iranian EFL Learners’ Vocabulary Learning

Arash Hashemifardnia, Ehsan Namaziandost, Fariba Rahimi Esfahani

Abstract


This study investigated the effects of using WhatsApp on Iranian EFL learners’ vocabulary learning. To fulfil this objective, 50 Iranian female participants were selected among 80 students from Adiban English language institute, Baghmalek, Khuzestan, Iran. They were at the intermediate level of English proficiency based on the results of Oxford Quick Placement Test (OQPT). The selected participants were then randomly divided into two equal groups; one experimental group and one control group. Afterwards, the researcher gauged their proficiency level of English vocabulary knowledge by a vocabulary pre-test. Then, the English words were instructed to the experimental group through WhatsApp; they used WhatsApp in order to practice the selected words outside of the L2 classroom. In fact, the researcher formed a group in WhatsApp and through the channel he sent the words to the participants in the experimental group. On the other hand, the control group received the word instruction through the traditional method. In the control group, the participants took part in in-door classes and the words were taught to them by the researcher in a face to face fashion. The whole instruction lasted 8 sessions. In the first two sessions the OQPT and the pre-test were administered respectively; in 5 sessions the treatment was applied, and in the last session the post-test was given to the participants of both experimental and control groups to determine the impacts of WhatsApp on the students’ vocabulary learning. The results of paired samples and an independent samples t-tests indicate that there was a significant difference between the post-tests of the experimental and the control groups. The findings reveal that the experimental group significantly outperformed the control group (p < .05) on the post-test.


Keywords


Technology, WhatsApp, Vocabulary learning

Full Text:

PDF

References


Alsaleem, B.I.A. (2014). The effect of WhatsApp electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi students. Arab World English Journal, 4(3), 213-225.

Castrillo, M. D., Martín-Monje, E., & Bárcena, E. (2014). Mobile-based chatting for meaning

negotiation in foreign language learning. In Proceedings of the 10th International

Conference on Mobile Learning. International Association for Development of the

Information Society (pp. 49-59).

Chowdhury, A., Breznik, G., Verdnik, K., & Prihavec, B. (2012). Customer identification and authentication procedure for online internet payments using mobile phone. Google Patents.

Dufon, D., & Fong, T. (1994). Improving schooling for language minority children. Washington, DC: National Academy Press.

Flynn, J. R. (2007). What is intelligence? Beyond the Flynn effect. NewYork, NY: Cambridge University Press.

Folse, K. (2004). Vocabulary myths. Ann Arbor: University of Michigan Press.

Gu, Y. (2003). Fine brush and freehand: The vocabulary learning art of two successful Chinese EFL learners. TESOL Quarterly, 37(6), 73-104.

Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist Education and Learning Research Journal, 6(12), 29-50.

Hatch, E. M. (1983). Psycholinguistics: A second language perspective. Rowley, MA: Newbury House.

Hindu, H. (2011). WhatsApp comes to the rescue. Education Plus Journal, 3(3), 23-26.

Jafari, S., & Chalak, A. (2016). The role of WhatsApp in teaching vocabulary to Iranian EFL learners at junior high school. English Language Teaching, 9(8), 85-92.

Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 440–464.

Lenhart, A., Madden, M., Smith, A., & Macgill, A. R. (2009). Teens and social media: An overview. Washington, DC: Pew Internet and American Life.

Lessard-Clouston, M. (1996). ESL vocabulary learning in a TOEFL preparation class: A case study. Canadian Modern Language Review, 5(3), 97-119.

Lewis, M. (1993). The lexical approach. Language Teaching Publications.

McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.

McGrath, B. (1998). Partners in learning: twelve ways technology changes the student – teacher relationship. Technological Horizon in Education, 25 (9), 58– 62.

Milanovic, R. (2013). Building a better business website: 10 crucial strategies for turning your online presence into something your company can actually use. Randy Milanovic.

Miramontes, O., Nadeau, A., & Commins, N. (1997). Restructuring schools for linguistic diversity: Linking decision making to effective programs. New York: Teachers College Press.

Nation, P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.

Noweczyk, R. (1998). Student perceptions of multimedia in the undergraduate classroom.

International Journal of instructional Media, 25(6), 367 – 368.

Prince, P. (1996). Second language vocabulary learning: The role of context versus translations as a function of proficiency. The Modern Language Journal, 80(4), pp. 478-493.

Read, J. (2000). Assessing vocabulary. United Kingdom: Cambridge University Press.

Rivers, W. M., & Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Hertfordshire: Prentice Hall International.

Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.

Susilo, A. (2014). Exploring Facebook and WhatsApp as supporting social network applications for English learning in higher education. Widyatama International Seminar (75).

Taylor, G. (2005). Perceived processing strategies of students watching captioned video. Foreign Language Annals, 38(3), 422-427.

Taylor, A. M. (2013). CALL-based versus paper-based glosses: Is there a difference in reading comprehension? CALICO Journal, 27(1), 147-160.

Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(02), 57-71.

Wilkins, H. (1974). The effects of glosses on incidental vocabulary acquisition in reading. School of Foreign Languages. Journal of Language Teaching and Research, 1(2), 117-120.

Yalcinalp, S., & Gulbahar, Y. (2010). Ontology and taxonomy design and development for personalized web-based learning systems. British Journal of Educational Technology, 41(6), 883–896.

Yeboah, J., & Ewur, G. D. (2014). The impact of WhatsApp messenger usage on students' performance in Tertiary Institutions in Ghana. Journal of Education and Practice, 5(6), 157–164.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Journal of Applied Linguistics and Language Research