Effects of Using the WhatsApp Application on Iranian Intermediate EFL Learners’ Vocabulary Learning and Autonomy
DOI:
https://doi.org/10.19173/irrodl.v24i3.7185Keywords:
autonomy, blended learning, Iranian intermediate EFL learning, vocabulary learning, WhatsAppAbstract
The current study was planned to find out if the use of blended learning as a combination of face-to-face instruction and mobile-assisted language learning using WhatsApp contributed to the vocabulary learning and autonomy of Iranian EFL learners compared to the traditional method. To assess their English skills, PET was given to 80 homogenous intermediate learners at the beginning of the study. The study's intended participants were fifty EFL learners with scores that were within the intermediate competency level. Then, the participants were divided randomly to experimental and control groups to see how successful blended learning vs traditional education is at improving learners' vocabulary knowledge. One-way between-groups analysis of covariance was run. On post-test scores, the findings indicated a statistically significant difference between the experimental and control groups. Another one-way between-groups analysis of covariance was performed to assess the impact of two distinct blended learning vs traditional teaching treatments on EFL learners' autonomy. In post-test results, a significant difference between the control and experimental groups' performance was observed. This study provided insights into how technology may be applied to teach language components and skills.
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