The Effect of Mobile-Assisted Language Learning Using Tiny Cards App on Iranian Intermediate EFL Learners’ Vocabulary Learning and Retention

Abstract

Emerging technologies have brought about major changes in the teaching and learning processes, and there is no doubt that the rapid growth of technology has significantly changed the way English teachers transfer knowledge to their students. Accordingly, this study investigated the effect of MALL using Tiny Cards app on Iranian intermediate EFL learners’ vocabulary learning and retention. It was a quantitative research employing a quasi-experimental design. Forty intermediate EFL learners, taking English course at Farzan English Language Institute, Rasht, Iran, were selected as homogeneous participants based on Quick Placement Test. Next, they were non-randomly divided into one experimental group (N = 20) and one control group (N = 20). Before the onset of treatment, a pretest of vocabulary was administered to certify the learners’ initial knowledge of vocabulary items. The groups then received the treatment on their vocabulary for eight sessions. The experimental group received instruction of vocabulary through Tiny Cards app. The control group, however, received the same items but approached them through traditional method of instruction without MALL. Overall, the results of independent-samples t-tests for the posttest and delayed posttest of vocabulary revealed that there was a statistically significant difference between the two groups in their performance on the posttest and delayed posttest of vocabulary learning and retention. Finally, it was concluded that the findings can be utilized by the teachers, materials developers, and education authorities to provide Iranian EFL learners with MALL vocabulary instruction.