This research study aimed to investigate the effectiveness of texting on Saudi EFL college students' English vocabulary repertoire. The research was conducted on a vocabulary-building class of the intensive course program (ICP) at Qassim University. A total of 80 students participated in the study. The study employed an experimental approach with pre-test/post-test design to measure the effects of texting on the students' English vocabulary knowledge. The class was randomly divided into two groups, the experimental group, and the control group. Both groups were invited to Telegram groups in which they had to respond to a pre-test at the beginning, then a post-test eight weeks later. The experimental group had a daily conversation with the instructor and with each other in their Telegram group. The conversation took place by texting only with sharing photos sparingly. On the other hand, the control group reminded silent in their Telegram group during the whole period. After eight weeks, both groups were asked to participate in a post-test. The findings of the study revealed that the experimental group showed a significant improvement in their English vocabulary knowledge compared to the control group and the difference was statistically significant (p < 0.05). The results of the study showed that texting can be an effective tool to enhance students' English vocabulary knowledge. The results also suggested that texting can be an efficient technique for language teachers to use in their classrooms to improve students' language skills.
| Published in | Higher Education Research (Volume 8, Issue 4) |
| DOI | 10.11648/j.her.20230804.19 |
| Page(s) | 184-192 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2023. Published by Science Publishing Group |
Experimental Design, Foreign Language Learning, Mobile-Based Learning, Texting, Vocabulary Acquisition
| [1] | Alharbi, J., & Ibrahim, E. H. E. (2018). Vocabulary Learning Strategies of Saudi English Major Students: Strategy Use and Gender. International Journal of Engineering & Technology, 7 (3), 21-26. DOI: 10.14419/ijet.v7i3.25.17464. |
| [2] | Ardestani, E. M. (2017). The effect of using Telegram messenger on vocabulary learning of Iranian EFL learners. Language Education Studies, 3 (4), 1-9. |
| [3] | Crystal, D. (2018). English as a global language. Cambridge University Press. |
| [4] | Etela, P. (2018). The effects of using mobile phone SMS on intentional and incidental vocabulary learning by Iranian EFL learners. Journal of Applied Linguistics and Language Research, 5 (5), 35-46. |
| [5] | Fageeh, A. I. (2013). Effects of MALL applications on vocabulary acquisition and motivation. Arab World English Journal (AWEJ), 4 (4), 420-447. |
| [6] | Fathi, J., Alipour, F., & Saeedian, S. (2018). Enhancing vocabulary learning and self-regulation via a mobile application: An investigation of the Memrise app. Journal of Modern Research in English language Studies, 5 (1), 27-46. http://dx.doi.org/10.30479/jmrels.2019.10311.1282 |
| [7] | Hashemifardnia, A., Namaziandost. E., & Esfahani, F. R. (2018). The effect of using WhatsApp on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research, 5 (3), 256-267. |
| [8] | Herring, S. (2005). Computer-mediated communication on the Internet. Annual Review of Information Science and Technology 36 (1): 109-168. Annual Review of Information Science and Technology 36 (1): 109-168. |
| [9] | Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73 (4), 440-464. DOI: 10.1111/j.1540-4781.1989.tb05325.x. |
| [10] | Li, J., Cummins, J., & Deng, Q. (2017). The effectiveness of texting to enhance academic vocabulary learning: English language learners’ perspective, Computer Assisted Language Learning, 30 (3), 816-843, https://doi.org/10.1080/09588221.2017.1366923 |
| [11] | Mahzoun, F. E., & Zohoorian, Z. (2019). Employing Telegram application: Learners’ attitude, vocabulary learning, and vocabulary delayed retention. European Journal of Foreign Language Teaching, 4 (1), 151-165. http://dx.doi.org/10.46827/ejfl.v0i0.2400 |
| [12] | Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills. |
| [13] | Nation, I. S. P. (2001). Teaching and learning vocabulary. Boston, Mass.: Heinle & Heinle Publishers. |
| [14] | Odinokaya, M. A., Krylova, E. A., Rubtsova, A. V., & Almazova, N. I. (2021). Using the discord application to facilitate EFL vocabulary acquisition. Educ. Sci. 2021, 11 (9), 470. https://doi.org/10.3390/educsci11090470 |
| [15] | Sharifi, S. M., & Shahreza, M. A. H. (2021). The effect of MALL on the acquisition of receptive and productive knowledge of L2 vocabulary by Iranian EFL learners: The case of Telegram. International Journal of Research in English Education, 6 (2), 102-114. Doi: http://dx.doi.org/10.52547/ijree.6.2.102 |
| [16] | Tabrizi, H. H., & Onvani, N. (2017). The impact of employing Telegram app on Iranian EFL beginners’ vocabulary teaching and learning. Applied Research on English Language, 7 (1), 1-18. https://doi.org/10.22108/are.2017.103310.1087 |
| [17] | Thurlow, C., & Poff, M. (2013). The language of text-messaging. Handbook of the Pragmatics of CMC. Berlin & New York: Mouton de Gruyter. |
| [18] | Webb, S. (2020) 'Incidental vocabulary learning', in S. Webb (Ed.) The Routledge handbook of vocabulary studies (pp. 225–239). Routledge. https://doi.org/10.4324/9780429291586 |
| [19] | Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. TOJET: The Turkish Online Journal of Educational Technology, 10 (3), 203-214. |
| [20] | Zohoorian, Z. (2015). Motivation level: A study on the effect of an authentic context. Procedia - Social and Behavioral Sciences, 192 (24), 15-25. DOI: 10.1016/j.sbspro.2015.06.003. |
APA Style
Yasamiyan Saleh Alolaywi, Shatha Ahmed Alkhalaf. (2023). The Effectiveness of Texting on Enriching Saudi EFL College Students’ Vocabulary Repertoire. Higher Education Research, 8(4), 184-192. https://doi.org/10.11648/j.her.20230804.19
ACS Style
Yasamiyan Saleh Alolaywi; Shatha Ahmed Alkhalaf. The Effectiveness of Texting on Enriching Saudi EFL College Students’ Vocabulary Repertoire. High. Educ. Res. 2023, 8(4), 184-192. doi: 10.11648/j.her.20230804.19
AMA Style
Yasamiyan Saleh Alolaywi, Shatha Ahmed Alkhalaf. The Effectiveness of Texting on Enriching Saudi EFL College Students’ Vocabulary Repertoire. High Educ Res. 2023;8(4):184-192. doi: 10.11648/j.her.20230804.19
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.her.20230804.19,
author = {Yasamiyan Saleh Alolaywi and Shatha Ahmed Alkhalaf},
title = {The Effectiveness of Texting on Enriching Saudi EFL College Students’ Vocabulary Repertoire},
journal = {Higher Education Research},
volume = {8},
number = {4},
pages = {184-192},
doi = {10.11648/j.her.20230804.19},
url = {https://doi.org/10.11648/j.her.20230804.19},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20230804.19},
abstract = {This research study aimed to investigate the effectiveness of texting on Saudi EFL college students' English vocabulary repertoire. The research was conducted on a vocabulary-building class of the intensive course program (ICP) at Qassim University. A total of 80 students participated in the study. The study employed an experimental approach with pre-test/post-test design to measure the effects of texting on the students' English vocabulary knowledge. The class was randomly divided into two groups, the experimental group, and the control group. Both groups were invited to Telegram groups in which they had to respond to a pre-test at the beginning, then a post-test eight weeks later. The experimental group had a daily conversation with the instructor and with each other in their Telegram group. The conversation took place by texting only with sharing photos sparingly. On the other hand, the control group reminded silent in their Telegram group during the whole period. After eight weeks, both groups were asked to participate in a post-test. The findings of the study revealed that the experimental group showed a significant improvement in their English vocabulary knowledge compared to the control group and the difference was statistically significant (p < 0.05). The results of the study showed that texting can be an effective tool to enhance students' English vocabulary knowledge. The results also suggested that texting can be an efficient technique for language teachers to use in their classrooms to improve students' language skills.},
year = {2023}
}
TY - JOUR T1 - The Effectiveness of Texting on Enriching Saudi EFL College Students’ Vocabulary Repertoire AU - Yasamiyan Saleh Alolaywi AU - Shatha Ahmed Alkhalaf Y1 - 2023/08/22 PY - 2023 N1 - https://doi.org/10.11648/j.her.20230804.19 DO - 10.11648/j.her.20230804.19 T2 - Higher Education Research JF - Higher Education Research JO - Higher Education Research SP - 184 EP - 192 PB - Science Publishing Group SN - 2578-935X UR - https://doi.org/10.11648/j.her.20230804.19 AB - This research study aimed to investigate the effectiveness of texting on Saudi EFL college students' English vocabulary repertoire. The research was conducted on a vocabulary-building class of the intensive course program (ICP) at Qassim University. A total of 80 students participated in the study. The study employed an experimental approach with pre-test/post-test design to measure the effects of texting on the students' English vocabulary knowledge. The class was randomly divided into two groups, the experimental group, and the control group. Both groups were invited to Telegram groups in which they had to respond to a pre-test at the beginning, then a post-test eight weeks later. The experimental group had a daily conversation with the instructor and with each other in their Telegram group. The conversation took place by texting only with sharing photos sparingly. On the other hand, the control group reminded silent in their Telegram group during the whole period. After eight weeks, both groups were asked to participate in a post-test. The findings of the study revealed that the experimental group showed a significant improvement in their English vocabulary knowledge compared to the control group and the difference was statistically significant (p < 0.05). The results of the study showed that texting can be an effective tool to enhance students' English vocabulary knowledge. The results also suggested that texting can be an efficient technique for language teachers to use in their classrooms to improve students' language skills. VL - 8 IS - 4 ER -
Information
Email: