Intentional Vocabulary Learning via WhatsApp: Does the Type of Input Matter?

Autor/inn/en	Rashtchi, Mojgan; Yazdani, Parisa
Titel	Intentional Vocabulary Learning via WhatsApp: Does the Type of Input Matter?
Quelle	In: English Language Teaching Educational Journal, 3 (2020) 2, S.118-132 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2621-6485
Schlagwörter	Intentional Learning; Vocabulary Development; Second Language Learning; English (Second Language); Foreign Countries; Computer Mediated Communication; Handheld Devices; Linguistic Input; Retention (Psychology); Females; Language Tests; Scores; Language Proficiency; Teacher Made Tests; Standardized Tests; Pretests Posttests; Iran + Suchen Sie Ihr Suchwort? Intentionales Lernen; Wortschatzarbeit; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Computerkonferenz; Sprachbildung; Merkfähigkeit; Weibliches Geschlecht; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Standadised tests; Standardisierter Test
Abstract	Nowadays, vocabulary as an influential domain in mastering second/foreign languages has encouraged researchers to put forth conceptualizations that can substantiate the successful learning of words. This study used WhatsApp to investigate the different impacts of two input modalities (voice messages vs. written texts) on EFL learners' intentional learning and retention of words. To this end, 50 female EFL learners in two intact classes (n1=n2=25) were selected from a language institute in Khorramabad, Iran. The groups were randomly assigned to two treatment conditions. The results of a general English proficiency test verified their homogeneity at the outset. A standardized teacher-made vocabulary test assured the researchers that the words were unfamiliar to the learners. After the twelve-session treatment, which was integrated with conventional English teaching classes, another standardized vocabulary test was administered once immediately after the intervention and the second time after a two-week interval. The Friedman repeated measures analysis showed a significant difference between the pretest and posttests. However, the results of the statistical analyses showed no statistically significant differences between the participants' performances on the immediate and delayed posttests. Thus, the researchers concluded that the participants had not forgotten the words from the first to the second posttest indicating the efficacy of intentional vocabulary learning. Additionally, no significant differences were found between the two groups showing the similar impacts of the input modality. The study has implications for EFL teachers and educators whose focus is on TEFL. (As Provided).
Anmerkungen	Universitas Ahmad Dahlan. Kampus 4, Jl. Ringroad Selatan, Tamanan, Bantul, Yogyakarta, 55166 Indonesia. e-mail: eltej@pbi.uad.ac.id; Web site: http://journal2.uad.ac.id/index.php/eltej/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01