Intentional vocabulary learning via WhatsApp: Does the type of input matter?
DOI:
https://doi.org/10.12928/eltej.v3i2.2370Keywords:
input modality, intentional vocabulary learning, social networking, WhatsAppAbstract
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.References
Alali, F. A., & Schmitt, N. (2012). Teaching formulaic sequences: The same as or different from teaching single words? TESOL Journal, 3(2), 153–180. https://doi.org/110.1002/tesj.13
Anari, S., & Ghoreyshi, S.M. (2016). English-Phil UEE test-prep. Tehran: Mobtakeran.
Atkinson, R. K. (2005). Multimedia learning in mathematics. In R. E. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 393-408). New York, NY: Cambridge University Press.
Baddeley, A. D. (1997). Human Memory: Theory and Practice, East Sussex: Psychology Press.
Baddeley, A. D. (1986). Working Memory. Oxford: Clarendon Press.
Baddeley, A. D. (1992). Working Memory. Science, 25(5), 556-559. https://doi.org/10.1126/science.1736359.
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The Psychology of Learning and Motivation: Advances in Research and Theory (pp. 47-89). New York, NY: Academic Press.
Barcroft, J. (2015). Lexical Input Processing and Vocabulary Learning. Amsterdam: John Benjamins.
Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal (AWEJ), 9 (1), 23-38. https://dx.doi.org/10.24093/awej/vol9no1.2
Blake, R. (2008). Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, DC: Georgetown University Press.
Brown, J. D. (2005). Testing in Language Programs. New York, NY: McGraw-Hill.
Bryer, T., & Zavattaro, S. (2011). Social media and public administration Administrative Theory & Praxis, 33(3), 325-340. https://doi.org/10.2753/ATP1084-1806330301
Cambridge Preliminary English Test 7 Student's Book (2012). Cambridge: Cambridge University Press.
Cohen, D. A., & Weaver, J. S. (2005). Styles and strategies-based instruction: A teachers' guide. University of Minnesota CARLA Working Paper Series A rewritten version of Paper #7 Center for Advanced Research on Language. Computing Research, 29(3), 297-313.
Cohen, J.W. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed). Hillsdale, NJ: Lawrence Erlbaum.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Virtual Learning and Verbal Behavior, 11 (6), 671-684. https://10.1016/S0022-5371(72)80001-X
Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 285-299). Boston, MA: Heinle & Heinle.
Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3), 50–80.
Ellis, N. (2008). Usage-based and form-focused language acquisition: The associate learning of constructions, learned attention, and limited L2 end state. In P. Robinson & N. Ellis (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition (pp. 372–405). New York, NY: Routledge.
Godfroid, A., Boers, F., & Housen, A. (2013). An eye for word: Gauging the role of attention in incidental L2 vocabulary acquisition by means of eye-tracking. Studies in Second Language Acquisition, 35(4), 483–517. https://doi.org/10.1017/S0272263113000119
Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19 (1), 15-45. https://doi.org/110.1080/09588220600803998
Hermagustiana, I., & Rusmawaty, D. (2017). The use of technology for vocabulary instruction in EFL classrooms: Support and challenges. Advances in Intelligent Systems Research (AISR), 144. 137-143. Retrieved from https://download.atlantis-press.com/article/25902606.pdf
Isisag, K. U. (2012). The positive effects of integrating ICT in foreign language teaching. International Conference "ICT for language learning." Retrieved from www://conference. pixel-online.net/
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. http://dx.doi.org/10.5539/elt.v9n8p85
Laufer, B. (2005). Focus on form in second language vocabulary learning. In S. H. Foster-Cohen, M. Garcia-Mayo, & J. Cenoz (Eds.), EUROSLA Yearbook (Vol. 5, pp. 223–250). Amsterdam: John Benjamins.
Mayer, R. E. (2009). Multimedia Learning (2nd ed). New York, NY: Cambridge University Press.
Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge.
Nation, P. (2013). Vocabulary learning and teaching. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 682-686). New York, NY: Routledge.
Nation, P. & Gu, P. Y. (2007). Focus on Vocabulary. Sydney: NCELTR, Macquarie University.
Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22(2), 115-121. https://doi.org/10.1007/s10648-010-9133-8
Pellicer-Sánchez, A. (2020). Learning single words vs. multiword items. In S. Webb (Ed.). The Routledge Handbook of Vocabulary Studies (pp.158-173). Oxon: Routledge.
Peters, E. (2014). Factors affecting the learning of single-word items. In S. Webb (Ed.). The Routledge Handbook of Vocabulary Studies (pp. 125-142). Oxon: Routledge.
Pyc, M.A. & Rawson, K.A. (2009). Testing the retrieval hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60 (4) 437–47. https://doi.org/10.1016/j.jml.2009.01.004
Rashtchi, M., & Aghili, H. (2014). Computerized input enhancement versus computer-assisted glosses: Do they affect vocabulary recall and retention? Theory and Practice in Language Studies, 4(8), 1665-1674. https://doi.org/10.4304/tpls.4.8.1665-1674
Rashtchi, M., & Hajihassani, H. (2010). Blog-assisted language learning: A possibility in teaching reading to Iranian EFL learners. International Journal of Language Studies (IJLS), 4(4), 245-262. http://www.ijls.net
Rashtchi, M., & Porkar, R. (2020). Brainstorming revisited: Does technology facilitate argumentative essay writing? Language Teaching Research Quarterly, 18, 40-52. https://doi.org/10.32038/ltrq.2020.18.03
Rashtchi, M., & Tollabi Mazraehno, M. R. (2019). Exploring Iranian EFL learners' listening skills via TED talks: Does medium make a difference? Journal of Language and Education, 5(4), 81-97. https://doi.org/10.17323/jle.2019.9691
Restrepo Ramos, F. D. (2015). Incidental vocabulary learning in second language acquisition: A literature review. PROFILE,17 (1), 157-166. http://dx.doi.org/10.15446/profile.v17n1.43957
Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15(2), 147-163. https://doi.org/10.1017/S0272263100011931
Selwyn, N. (2009). Faceworking: Exploring students' education-related use of Facebook in learning. Media and Technology, 34 (2),157–74. https://doi.org/10.1080/17439880902923622
Siyanova-Chanturia, A., & Webb, S. (2016). Teaching vocabulary in EFL context. In W.A. Renandya & H.P. Widodo (Eds.), English Language Teaching Today (pp.227-239). Basel: Springer. https://doi.org/10.1007/978-3-319-38834-2_16
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 3–32). Cambridge: Cambridge University Press.
Slim, H., & Hafedh, M. (2019). Social media impact on language learning for specific purposes: A study in English for business administration. Teaching English with Technology, 19(1), 56-71. http://www.tewtjournal.org
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12 (3), 185-233. https://doi.org/10.1207/s1532690xci1203_1
Swist, T., Collin, P., McCormack, J., & Third, A. (2015). Social media and the wellbeing of children and young adults: A literature review. The Commissioner for Children and Young People, Western Australia. https://doi.org/10.13140/RG.2.1.3296.6885.
Tanner, M. W., & Landon, M. M. (2009). The effects of computer-assisted pronunciation readings on ESL learners' use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology, 13 (3), 51-65. https://www.lltjournal.org/
VanPatten, B. (2003). From Input to Output: A Teacher's Guide to Second Language Acquisition. Boston, MA: McGraw Hill.
Vanpatten, B., & Leeser, M. (2006). Theoretical and research considerations underlying classroom practice: The fundamental role of input. In M. R. Salaberry (Ed.), The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis (pp. 55-77). Washington, DC: Georgetown University Press.
Webb, S. (2020). Incidental vocabulary learning. In S. Webb (Ed.). The Routledge Handbook of Vocabulary Studies (pp. 225-239). Oxon: Routledge.
Zimmerman, C. B. (2014). Teaching and learning vocabulary for second language learners. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a Second or Foreign Language (288-302). Boston, MA: National Geographic Learning.
Anari, S., & Ghoreyshi, S.M. (2016). English-Phil UEE test-prep. Tehran: Mobtakeran.
Atkinson, R. K. (2005). Multimedia learning in mathematics. In R. E. Mayer (Ed.), Cambridge Handbook of Multimedia Learning (pp. 393-408). New York, NY: Cambridge University Press.
Baddeley, A. D. (1997). Human Memory: Theory and Practice, East Sussex: Psychology Press.
Baddeley, A. D. (1986). Working Memory. Oxford: Clarendon Press.
Baddeley, A. D. (1992). Working Memory. Science, 25(5), 556-559. https://doi.org/10.1126/science.1736359.
Baddeley, A. D., & Hitch, G. J. (1974). Working memory. In G. H. Bower (Ed.), The Psychology of Learning and Motivation: Advances in Research and Theory (pp. 47-89). New York, NY: Academic Press.
Barcroft, J. (2015). Lexical Input Processing and Vocabulary Learning. Amsterdam: John Benjamins.
Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal (AWEJ), 9 (1), 23-38. https://dx.doi.org/10.24093/awej/vol9no1.2
Blake, R. (2008). Brave New Digital Classroom: Technology and Foreign Language Learning. Washington, DC: Georgetown University Press.
Brown, J. D. (2005). Testing in Language Programs. New York, NY: McGraw-Hill.
Bryer, T., & Zavattaro, S. (2011). Social media and public administration Administrative Theory & Praxis, 33(3), 325-340. https://doi.org/10.2753/ATP1084-1806330301
Cambridge Preliminary English Test 7 Student's Book (2012). Cambridge: Cambridge University Press.
Cohen, D. A., & Weaver, J. S. (2005). Styles and strategies-based instruction: A teachers' guide. University of Minnesota CARLA Working Paper Series A rewritten version of Paper #7 Center for Advanced Research on Language. Computing Research, 29(3), 297-313.
Cohen, J.W. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed). Hillsdale, NJ: Lawrence Erlbaum.
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Virtual Learning and Verbal Behavior, 11 (6), 671-684. https://10.1016/S0022-5371(72)80001-X
Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 285-299). Boston, MA: Heinle & Heinle.
Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3), 50–80.
Ellis, N. (2008). Usage-based and form-focused language acquisition: The associate learning of constructions, learned attention, and limited L2 end state. In P. Robinson & N. Ellis (Eds.), Handbook of Cognitive Linguistics and Second Language Acquisition (pp. 372–405). New York, NY: Routledge.
Godfroid, A., Boers, F., & Housen, A. (2013). An eye for word: Gauging the role of attention in incidental L2 vocabulary acquisition by means of eye-tracking. Studies in Second Language Acquisition, 35(4), 483–517. https://doi.org/10.1017/S0272263113000119
Ma, Q., & Kelly, P. (2006). Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning, 19 (1), 15-45. https://doi.org/110.1080/09588220600803998
Hermagustiana, I., & Rusmawaty, D. (2017). The use of technology for vocabulary instruction in EFL classrooms: Support and challenges. Advances in Intelligent Systems Research (AISR), 144. 137-143. Retrieved from https://download.atlantis-press.com/article/25902606.pdf
Isisag, K. U. (2012). The positive effects of integrating ICT in foreign language teaching. International Conference "ICT for language learning." Retrieved from www://conference. pixel-online.net/
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. http://dx.doi.org/10.5539/elt.v9n8p85
Laufer, B. (2005). Focus on form in second language vocabulary learning. In S. H. Foster-Cohen, M. Garcia-Mayo, & J. Cenoz (Eds.), EUROSLA Yearbook (Vol. 5, pp. 223–250). Amsterdam: John Benjamins.
Mayer, R. E. (2009). Multimedia Learning (2nd ed). New York, NY: Cambridge University Press.
Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge.
Nation, P. (2013). Vocabulary learning and teaching. In P. Robinson (Ed.), The Routledge Encyclopedia of Second Language Acquisition (pp. 682-686). New York, NY: Routledge.
Nation, P. & Gu, P. Y. (2007). Focus on Vocabulary. Sydney: NCELTR, Macquarie University.
Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology Review, 22(2), 115-121. https://doi.org/10.1007/s10648-010-9133-8
Pellicer-Sánchez, A. (2020). Learning single words vs. multiword items. In S. Webb (Ed.). The Routledge Handbook of Vocabulary Studies (pp.158-173). Oxon: Routledge.
Peters, E. (2014). Factors affecting the learning of single-word items. In S. Webb (Ed.). The Routledge Handbook of Vocabulary Studies (pp. 125-142). Oxon: Routledge.
Pyc, M.A. & Rawson, K.A. (2009). Testing the retrieval hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60 (4) 437–47. https://doi.org/10.1016/j.jml.2009.01.004
Rashtchi, M., & Aghili, H. (2014). Computerized input enhancement versus computer-assisted glosses: Do they affect vocabulary recall and retention? Theory and Practice in Language Studies, 4(8), 1665-1674. https://doi.org/10.4304/tpls.4.8.1665-1674
Rashtchi, M., & Hajihassani, H. (2010). Blog-assisted language learning: A possibility in teaching reading to Iranian EFL learners. International Journal of Language Studies (IJLS), 4(4), 245-262. http://www.ijls.net
Rashtchi, M., & Porkar, R. (2020). Brainstorming revisited: Does technology facilitate argumentative essay writing? Language Teaching Research Quarterly, 18, 40-52. https://doi.org/10.32038/ltrq.2020.18.03
Rashtchi, M., & Tollabi Mazraehno, M. R. (2019). Exploring Iranian EFL learners' listening skills via TED talks: Does medium make a difference? Journal of Language and Education, 5(4), 81-97. https://doi.org/10.17323/jle.2019.9691
Restrepo Ramos, F. D. (2015). Incidental vocabulary learning in second language acquisition: A literature review. PROFILE,17 (1), 157-166. http://dx.doi.org/10.15446/profile.v17n1.43957
Schwartz, B. (1993). On explicit and negative data effecting and affecting competence and linguistic behavior. Studies in Second Language Acquisition, 15(2), 147-163. https://doi.org/10.1017/S0272263100011931
Selwyn, N. (2009). Faceworking: Exploring students' education-related use of Facebook in learning. Media and Technology, 34 (2),157–74. https://doi.org/10.1080/17439880902923622
Siyanova-Chanturia, A., & Webb, S. (2016). Teaching vocabulary in EFL context. In W.A. Renandya & H.P. Widodo (Eds.), English Language Teaching Today (pp.227-239). Basel: Springer. https://doi.org/10.1007/978-3-319-38834-2_16
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and Second Language Instruction (pp. 3–32). Cambridge: Cambridge University Press.
Slim, H., & Hafedh, M. (2019). Social media impact on language learning for specific purposes: A study in English for business administration. Teaching English with Technology, 19(1), 56-71. http://www.tewtjournal.org
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12 (3), 185-233. https://doi.org/10.1207/s1532690xci1203_1
Swist, T., Collin, P., McCormack, J., & Third, A. (2015). Social media and the wellbeing of children and young adults: A literature review. The Commissioner for Children and Young People, Western Australia. https://doi.org/10.13140/RG.2.1.3296.6885.
Tanner, M. W., & Landon, M. M. (2009). The effects of computer-assisted pronunciation readings on ESL learners' use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology, 13 (3), 51-65. https://www.lltjournal.org/
VanPatten, B. (2003). From Input to Output: A Teacher's Guide to Second Language Acquisition. Boston, MA: McGraw Hill.
Vanpatten, B., & Leeser, M. (2006). Theoretical and research considerations underlying classroom practice: The fundamental role of input. In M. R. Salaberry (Ed.), The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis (pp. 55-77). Washington, DC: Georgetown University Press.
Webb, S. (2020). Incidental vocabulary learning. In S. Webb (Ed.). The Routledge Handbook of Vocabulary Studies (pp. 225-239). Oxon: Routledge.
Zimmerman, C. B. (2014). Teaching and learning vocabulary for second language learners. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a Second or Foreign Language (288-302). Boston, MA: National Geographic Learning.
Downloads
Published
2020-09-01
How to Cite
Rashtchi, M., & Yazdani, P. (2020). Intentional vocabulary learning via WhatsApp: Does the type of input matter?. English Language Teaching Educational Journal, 3(2), 118–132. https://doi.org/10.12928/eltej.v3i2.2370
Issue
Section
Articles
License
Authors who publish in ELTEJ agree to the following terms: Authors retain copyright and grant the ELTEJ right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in ELTEJ. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in ELTEJ. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
