The Effect Of Mobile-assisted Language Learning On Vocabulary Learning Of EFL Eighth Grade Students

This study was designed to investigate the effect of mobile assisted language learning on vocabulary learning of Iranian Elementary learners in a middle school context. Forty Iranian middle school students were selected as participants. These students were divided into two groups: experimental and control. First of all, both groups took Quick Placement Test in order to determine the homogeneity in terms of English proficiency level. Then a pre-test was administered to establish how much English vocabulary knowledge they possessed. The researcher taught the vocabulary of eighth grade textbook. The experimental group was taught via Shad application, but the control group was instructed through traditional way. Eight ۷۰-minute treatment sessions were conducted to present English vocabulary to participants. The study included an immediate post-test and a delayed post-test. The delayed post-test was administered ۴ weeks after treatment sessions. The quantitative analyses of the pre-test, post-test and delayed post-test were conducted using descriptive statistics, independent sample t-test and paired-sample t-test. The results revealed that in the post-test, the experimental group performed better than the control group; however, in the delayed post-test there was no significant difference between two groups, so mobile assisted language learning didn't have long-term effect on vocabulary learning.

کلیدواژه ها:

elementary learners ، mobile assisted language learning ، Shad application ، technology ، vocabulary learning