The Role of WhatsApp in Teaching Vocabulary to Iranian EFL Learners at Junior High School

Abstract

The availability and the use of mobile messaging applications are increasingly widespread among the new generation of students in Iran. The present study aimed to investigate the role of WhatsApp in the vocabulary learning improvement of Iranian junior high school EFL students. Using a mixed method design, a group of 60 students including 30 male and 30 female students studying at two male and female junior high schools in Isfahan, Iran participated in the study. A pre-test and post-test were used. Four English classes were instructed and the experimental group received vocabulary instructions electronically four days a week for four weeks using the WhatsApp while the control group was taught vocabularies of their textbook inside the classroom by traditional method used in all Iranian schools for teaching English to students. The results revealed that using WhatsApp had significant role in vocabulary learning of the students. The results also showed that there was not a substantial difference between male and female students regarding their vocabulary knowledge after using WhatsApp. The findings of this study can be beneficial to Iranian EFL students, teachers, language schools, policy makers, and syllabus designers.

The effects of Facebook and WhatsApp on success in English vocabulary instruction

“…Wang and Shih (2015) inferred that the experimental group who studied vocabulary through the mobile vocabulary learning application scored significantly higher than the control group who studied the same learning materials in paper-based format. In another study conducted by Jafari and Chalak (2016), four English classes were instructed, and the experimental group received vocabulary instructions electronically 4 days a week for 4 weeks using the WhatsApp whereas the control group was taught vocabularies of their textbook inside the classroom by traditional method. The results of the study revealed that using WhatsApp had significant role in vocabulary learning of the students.…”

“…tional use of WhatsApp have indicated that it has potential to support learning anytime and anywhere, increase interest and motivation, provide cooperation, enhance learning, improve the interaction among learners, and learner-teacher (Bouhnik & Deshen, 2014;Church & de Oliveira, 2013;Guler, 2017;Jafari & Chalak, 2016;Mistar & Embi, 2016;Plana et al, 2013;Rambe & Bere, 2013;Rambe & Chipunza, 2013;Smit, 2012). Accordingly, it seems possible to suggest that Facebook and WhatsApp, along with their potential to provide informal cooperative learning environment, both could be more dynamic and effective with the help of Internet and mobile devices.…”

“…These studies indicate that Facebook, effects of which have often been researched, has potential to increase social interaction, interest and motivation, support learning anytime and anywhere, provide cooperation, increase sense of belonging and commitment, success, teacher-student interaction, provide peer support and feedback, and enable sharing of material and information (e.g., Bosch, 2009;Cain & Policastri, 2011;Goodband, Solomon, Samuels, Lawson, & Bhakta, 2012;Irwin, Ball, Desbrow, & Leveritt, 2012;Junco, 2012;Lim & Richardson, 2016;Madge, Meek, Wellens, & Hooley, 2009;Mitchell, 2012;Muñoz & Towner, 2011;Sánchez, Cortijo, & Javed, 2014;Selwyn, 2009;Shih, 2011;Wang, Woo, Quek, Yang, & Liu, 2012;Yang, Wang, Woo, & Quek, 2011). The results of the studies on the educational use of WhatsApp have indicated that it has potential to support learning anytime and anywhere, increase interest and motivation, provide cooperation, enhance learning, improve the interaction among learners, and learner-teacher (Bouhnik & Deshen, 2014;Church & de Oliveira, 2013;Guler, 2017;Jafari & Chalak, 2016;Mistar & Embi, 2016;Plana et al, 2013;Rambe & Bere, 2013;Rambe & Chipunza, 2013;Smit, 2012). Accordingly, it seems possible to suggest that Facebook and WhatsApp, along with their potential to provide informal cooperative learning environment, both could be more dynamic and effective with the help of Internet and mobile devices.…”

Interweaving technology and language goals to promote academic vocabulary: The role of WhatsApp in an intensive English classroom

“…As mobile phones have become the norm in classrooms, instructors have sought to incorporate technology into the curriculum in meaningful ways (Blattner & Fiori, . For this reason, mobile messaging applications have attracted attention as a medium to foster the academic vocabulary because of their accessibility and power to connect learners past the classroom walls (Bensalem, ; Jafari & Chalak, ). It is, however, of great importance to approach technology incorporation with pedagogically sound language goals (Gonzáles‐Lloret & Ortega, ).…”

“…Thus, in an effort to converge technology‐mediated practices while increasing vocabulary knowledge, lowering writing anxiety, and fostering motivation, I engaged students in the explicit practice of academic vocabulary through a WhatsApp chat group. WhatsApp research, though in its infancy, has shown potential for vocabulary acquisition (Bensalem, ; Jafari & Chalak, ). I asked the 13 EL students in my low‐intermediate writing class to think of this activity as a “vocabulary challenge” rather than a required assignment.…”