Abstract

Using technology in the classroom context can be an effective way to learn a foreign or second language. Vocabulary is considered one of the important skills for identifying a learner's performance in various academic and non-academic contexts. The present paper investigated the effect of text messaging on learners' lexical knowledge and vocabulary size by using mobile learning ( m-learning). After the administration of an Oxford Placement Test, a total of 37 EFL learners were selected as the sample of the study. Before the treatment process, a word association test (WAT) and the updated vocabulary level test (UVLT) were administered as pre-tests. The learners received six vocabulary items selected from their coursebook through SMSs three times a week in addition to the in-class instruction. After finishing the treatment process, the WAT and the UVLT tests were administered again as post-tests to assess the learners' achievement and the effectiveness of the treatment. Since the normality of data distribution was not confirmed, the Wilcoxon signed-rank test was run for mean comparisons. The findings showed no meaningful difference between the pre-tests and post-tests regarding the vocabulary depth scores, while there was a statistically significant difference based on vocabulary breadth. Therefore, it can be claimed that text messaging via m-learning had a significant impact on learners' vocabulary breadth. Curriculum developers and EFL teachers can benefit from the findings of the current study by considering the significance of text messaging for teaching different aspects of lexical knowledge.

Highlights

  • Due to the rapid development of science and technology, distance communication utilizing technology, especially wireless networks, has rapidly become ubiquitous

  • Considering the unavoidable relationship between lexical knowledge and reading comprehension discussed in many studies (Al-Khasawneh, 2019; Jamalipour &Farahani, 2015; Kamal, 2019; Karakoç & Köse, 2017; Rydland, et al, 2012; Zhang & Annual, 2008), this study aims to analyze the effect of text messaging on EFL learners’ vocabulary depth and breadth

  • The findings of this study revealed the effects of text messaging via m-learning on EFL learners’ lexical knowledge in general, and breadth in particular

Read more

Summary

Introduction

Due to the rapid development of science and technology, distance communication utilizing technology, especially wireless networks, has rapidly become ubiquitous. As part of the current technologies and as multifunctional instruments, have become essential parts of our daily lives. The application of mobile technology has changed the way people communicate and interact with each other, as well as their perspective of education (Liaw, Hatala, & Huang, 2010; Liu & Chen, 2008). The widespread availability of these up-to-date devices with competitive prices has altered the process of mobile learning (m-learning) dramatically in many different ways (Farangi, Kamyab, Izanlu, & Ghodrat, 2017). As stated by Kukulska-Hulme (2013), mobile learning involves using any portable educational devices, such as portable radios, cell phones, audio cassettes, etc. Based on Alexander’s (2004) definition, m-learning is viewed as every sort of learning that occurs while mediating via a mobile device and has accepted the legitimacy of ‘nomadic’ students

Objectives
Results
Discussion
Conclusion
Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call