چکیده:
The study intended to examine the effects of Telegram on Iranian EFL learners' vocabulary knowledge and the attitude of them towards vocabulary learning. To this end, a group of 100 Iranian advanced EFL learners participated in an experimental design project. The participants were selected after they took the Oxford Quick Placement Test and they were divided into experimental and control groups. The participants of both groups had a three-week vocabulary instruction. The treatment was similar for both groups except for exercises done after the class. The participants in the experimental group were asked to fill out an attitudinal questionnaire after the treatment. Then, a vocabulary test was administered among the participants of both groups. Results of the independent-samples t-test run on the collected data indicated that participants of the experimental group outperformed those of the control group. The findings of the attitudinal questionnaire showed that the participants had positive attitude toward using Telegram. The conclusion drawn is that those in the experimental group were free in using the online group to interact with each other. Within this framework, learners in the experimental group indicated that they enjoyed this instruction as it was fun to embark on new technological learning methods
خلاصه ماشینی:
Effect of Telegram Application on Iranian Advanced EFL Learners' Vocabulary Knowledge and Attitude Roya Zarei, Department of Foreign Languages, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran r.
Keywords: Attitude; EFL learners; Social Networking; Telegram; vocabulary learning Introduction Today we face a new generation of students, called 'the Net Generation', who have different characteristics from that of the previous ones (Worley, 2014).
g. , Kukulska-Hulme & Shield, 2006 for communicative activities; McCarty, 2005 to support learners' English studies; Belanger, 2005 for listening and speaking; Hsu, 2013 for learners' perception of mobile phones; O'Bryan, & Hegellieimer, 2007 for listening strategies; Stanley, 2006 for classroom-based learning; Zhang, et al.
Concerning this controversy, this study was an attempt to explore the effectiveness of Telegram application as a mobile-assisted language learning tool in vocabulary knowledge of Iranian EFL learners and to probe the attitude of these learners towards Telegram.
g. , Amemiya, Hasegawa, Kaneko, Miyakoda, & Tsukahara, 2007; Basoglu & Akdemir, 2010; Cavus & Ibrahim, 2009; Azabdaftari & Mozaheb, 2012; Chen, Hsieh, & Kinshuk, 2008; Clarke, Keing, Lam, & McNaught, 2008; Obari, et al.
Also, in order to answer the second research question, descriptive statistics including frequency, percentage and mean scores were calculated for each questionnaire item to examine the participants' attitude toward using Telegram in language classrooms.
The results of the studies conducted by Tozcu and Coady (2004), Amemiya, Hasegawa, Kaneko, Miyakoda, and Tsukahara (2007), Chen, Hsieh, and Kinshuk (2008), Clarke, Keing, Lam, and McNaught (2008), Obari, et al.