Evaluating social media platforms as predictors for vocabulary attrition

Abstract

The aim of this study was to examine the impact of various predictors on foreign language vocabulary attrition. Uniquely, it introduces social media platforms as a new predictor to vocabulary attrition. The study examined a population of EFL (English as a Foreign Language) Saudi English major learners from two different universities in Saudi Arabia over three distinct periods, spanning both during and after the cessation of formal education. The participants were initially taught using traditional teaching methods in a reading course. Upon completing their formal education, they were included in WhatsApp and Telegram groups, where they were engaged in bimonthly language activities, with special focus on vocabulary, for eighteen months to enhance their exposure to the vocabulary they had studied during their undergraduate studies as English language majors. The findings revealed that participants reported six opportunities to use English vocabulary (in online games, while browsing the internet, in WhatsApp and Telegram groups, in watching movies, in private courses, and in college courses) with varying levels of interaction. The levels declined at a relatively slow rate, especially after graduation. Notably, the use of social media platforms demonstrated a more effective retention of productive vocabulary, underscoring these platforms as potent predictors of language attrition.