Document Type: Original Article

Authors

1 Department of English, Isfahan Branch, Islamic Azad University, Isfahan, Iran

2 Department of English, Majlesi Branch, Islamic Azad University, Isfahan, Iran

Abstract

The study aimed to scrutinize social networking effects on Iranian EFL learners’ vocabulary acquisition. Eighty Iranian EFL learners at the intermediate level participated in a pretest-posttest study after taking the placement test. They were then divided into an experimental group whose participants were supposed to equip their mobile phones or tablet PCs with a social networking application, that is, Line and form an online group to take part in eighteen virtual instructional sessions. Participants of the control group, however, underwent classroom learning during which target words were presented through routine classroom activities. Results of the independent-samples t-test in the posttest indicated that participants of the experimental group outperformed those of the control group. Results have important implications for both pedagogy and theory, especially socio-cultural theories of second language development.

Keywords

Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.

Amemiya, S., Hasegawa, K-I., Kaneko, K., Miyakoda, H., & Tsukahara, W. (2007). Long-term memory of foreign-word learning by short movies for iPods. Proceedings of the 7th IEEE International conference on advanced learning technologies (pp. 561–563). Los Alamitos, CA: IEEE Computer Society.

Azabdaftari, B., & Mozaheb, M. (2012). Comparing vocabulary learning of EFL learners by using two different strategies: Social networking vs. flashcards. The Eurocall Review, 20(2), 47–59.

Basoglu, E., & Akdemir, O. (2010). A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flash cards. Turkish Online Journal of Educational Technology, 9(3), 1–7.

Bowles, M. A. (2004). L2 glossing: To CALL or not to CALL. Hispania, 87(3), 541-552.

Burston, J. (2013). Mobile-assisted language learning: A selected annotation bibliography of implementation studies 1994-2012. Language Learning & Technology, 17(3), 157-225. 

Callan, S. (1994). Can the use of hand-held personal computers assist transition students to produce written work of excellent quality? Wentworth County Board of Education, Ontario, Canada.

Cavus, N., & Ibrahim, D. (2008). MOLT: A social networking tool that makes learning new technical English language words enjoyable. International Journal of Interactive Mobile Technologies, 2(4), 38–42.

Chen, N-S., Hsieh, S-W., & Kinshuk (2008). Effects of short-term memory and content representation type on mobile language learning. Language Learning & Technology, 12(3), 93–113.

Clarke, P., Keing, C., Lam, P., & McNaught, C. (2008). Using SMSs to engage students in language learning. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 6132–6141). Chesapeake, VA: AACE.

Crook, C. (1991). Computers in the classroom. In O. Boyd-Barret & E. Scanlon (eds.), Computers and learning. Wokingham: Addison-Wesley Publishing.

Fallahkhair, S., Pemberton, L. and Griffiths, R. (2007). Development of a cross-platform ubiquitous language learning service via mobile phone and interactive television. Journal of Computer Assisted Learning, 23(4), 312-325.

Gay, G. & Grosz-Ngate, M. (1994). Collaborative design in a networked multimedia environment: Emerging communication patterns. Journal of Research on Computing in Education 26(1), 418- 432.

Groot, P. (2000). Computer assisted second language vocabulary acquisition. Language Learning and Technology, 4(1), 60-81.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.

Higgins, J. (1988). Language, learners, and computers: Human intelligence and artificial unintelligence. Singapore: Longman.

Hsu, L. (2013).English as a foreign language learners’ perception of mobile assisted language learning: a cross-national study. Computer Assisted Language Learning, 26(3), 197–213.

Kang, S.-H. (1995). The effects of a context-embedded approach to second-language vocabulary learning. System, 23(1), 43-55.

Kenning, M. M. & Kenning, M. J. (1990). Computers and language learning: Current theory and practice. Chichester: Ellis Horwood.

Kukulska-Hulme, A & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.

Lantolf, J. (Ed.). (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.

McCarthy, M. (1990). Vocabulary. Oxford: Oxford University Press.

Richards, J. C., Hull, J., and Proctor, S. (2013) New interchange (fourth edition). Cambridge: Cambridge University Press.

Salaberry, M. R. (1996). A theoretical foundation for the development of pedagogical tasks in computer mediated communication. CALICO Journal, 14(1), 5-34.

Sharples, M. (2006). Big issues in social networking. Report of a workshop by the Kaleidoscope Network of Excellence Social networking Initiative, University of Nottingham, UK.

Steinberg, E. (1991). Computer assisted instruction: A synthesis of theory, practice, and technology. Hillsdale, NJ: Laurence Erlbaum.

Tozcu, A., & Coady, J. (2004). Successful learning of frequent vocabulary through CALL also benefits reading comprehension and speed. Computer Assisted Language Learning, 17(5), 473-495.

UCLES. (2001). Quick placement test. Oxford University Press and University of Cambridge Local Examinations Syndicate. 

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. The Turkish Online Journal of Educational Technology, 10, 203–214.