Impact of WhatsApp on Learning and Retention of Collocation Knowledge among Iranian EFL Learners

Zahra Ashiyan, Hadi Salehi

Abstract


During the recent technological years, language learning has been attempted to transform its path from the conventional methods to instrumental applications. Mobile phone provides people to reach and exchange information through chats (WhatsApp). It is a tool or mode that means the facilities are used for main purposes. The unique features of the application are its compatibility to exchange information, enhance communication and relationship. A mobile phone provides to download, upload and store learning materials and information files. The purpose of the current study was to investigate the use and effect of mobile applications such as WhatsApp on school work and out of school work. In this way, Oxford Placement Test (OPT) was conducted among 80 learners in order to select intermediate EFL learners.  In total, 60 participants whose scores were 70 or higher were elected as the intermediate level and were divided into experimental and control groups. In order to control the reliability of the collocation pretest, the test was pilot studied on 15 learners. Then, the pretest was conducted to measure the learner’s collocation knowledge in both of the groups. The experimental group frequently installed WhatsApp application in order to learning and practicing new collocations in order to learning and practicing new collocations, while the control group did not use any tool for learning them. An immediate posttest after the treatment was administered. The results in each group were statistically evaluated and the findings manifested that the experimental group who used WhatsApp application in learning collocation significantly outperformed the control group in posttest. Thus usage of WhatsApp application to acquire collocations can reinforce and enhance the process of collocations acquisition and it can guarantee retention of collocations. This study also prepares pedagogical implications for utilizing mobile application as an influential instrument in learning a second language.

Keywords: Mobile application, WhatsApp, Collocations knowledge, Information and Communication Technology (ICT), Iranian EFL learners, Social Networking Sites (SNSs)


Full Text:

PDF

References


Abdulmoneim, M. (2005). Interlingual Transfer of Idioms by Arab Learners of English. The Internet TESL Journal, VIII (12), 22-29.

Aitchison, J., & Gilchrist, A. (1987). Thesaurus construction: a practical manual.

Alavinia, P., & Qoitassi, K. (2013). On the Viability of Vocabulary Learning Enhancement through the Implementation of MALL: The Case of Iranian EFL Learners. Journal of Language Teaching and Research, 4(2), 412–426.

Alsaleem, B. I. A. (2013). The effect of “Whatsapp” electronic dialogue journaling on improving writing Vocabulary Word Choice and Voice of EFL Undergraduate Saudi Students. Arab World English Journal, 4(3), 213–225.

Ashouri, S., Arjmandi, M., & Rahimi, R. (2014). The Impact of Corpus-Based Collocation Instruction on Iranian EFL Learners’ Collocation Learning. Universal Journal of Educational Research, 2(6), 470–479.

Atta M. S. Salem, A. (2013). The impact of Technology (BBM and WhatsApp Applications) on English Linguistics in Kuwait. International Journal Of Applied Linguistics And English Literature, 2(4), 65-69.

Attewell, J. (2005). From research and development to mobile learning: Tools for education and training providers and their learners. In 4th World Conference mLearning on (pp. 1–6).

Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217–231.

Brown-Owens, A., Eason, M., & Lader, A. (2003). what effect computer method communication, specifically instant messages, have on 8th grade writing competencies.

Calvo, R., Arbiol, A., & Iglesias, A. (2014). Are all Chats suitable for learning purposes? A study of the required characteristics. Procedia Computer Science, 27, 251–260.

Cárter, R., & McCarthy, M. (1988). Vocabulary and Vocabulary Teaching. Harlow-Londres, Longman.

Carter, R. (1998). Vocabulary: Applied linguistic perspectives. London, UK: Routledge.

Cavus, N., & Ibrahim, D. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78–91.

Chan, T., & Liou, H.-C. (2005). Effects of web-based concordancing instruction on EFL students’ learning of verb--noun collocations. Computer Assisted Language Learning, 18(3), 231–251.

Chen, C.-M., & Chung, C.-J. (2008). Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle. Computers & Education, 51(2), 624–645.

Chipunza, P. R. C. (2013). Using mobile devices to leverage student access to collaboratively-generated resources: A case of WhatsApp instant messaging at a South African University. In International Conference on Advanced Information and Communication Technology for Education ICAICTE.

Chowdhury, A., Breznik, G., Verdnik, K., & Prihavec, B. (2012). Customer identification and authentication procedure for online internet payments using mobile phone. Google Patents.

Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers? Applied Linguistics, 29(1), 72–89.

Crescente, M. L., & Lee, D. (2011). Critical issues of m-learning: design models, adoption processes, and future trends. Journal of the Chinese Institute of Industrial Engineers, 28(2), 111–123.

Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. Handbook of Mobile Learning, 3–14.

Dearstyne, B. W. (2010). A New Blueprint for Success. Information Management Journal, 44(5), 42–46.

Durrant, P., & Schmitt, N. (2009). To what extent do native and non-native writers make use of collocations? IRAL-International Review of Applied Linguistics in Language Teaching, 47(2), 157–177.

Duus Henriksen, T. (2009). A little more conversation, a little less action, please: rethinking learninggames for the organisation. Aarhus UniversitetAarhus University, ArtsArts, Institut for Uddannelse og P{æ}dagogik (DPU) Department of Education, Institut for Uddannelse og P{æ}dagogik (DPU)-DidaktikDepartment of Education-Curriculum Research.

Echeverría, A., Nussbaum, M., Calderón, J. F., Bravo, C., Infante, C., & Vásquez, A. (2011). Face-to-face collaborative learning supported by mobile phones. Interactive Learning Environments, 19(4), 351–363.

Ellis, N. C. (2001). Memory for language. na.

Farrokh, P. (2012). Raising awareness of collocation in ESL/EFL classrooms. Journal of Studies in Education, 2(3), 55–74.

Firth, J. R. (1957). Papers in Linguistics, 0xford: Oxford University Press.

Flynn, J. R. (2007). What is intelligence? Beyond the Flynn effect. NewYork, NY: Cambridge University Press.

Garrett, N. (1991). Technology in the service of language learning: Trends and issues. The Modern Language Journal, 75(1), 74–101.

Gillingham, M. G., & Topper, A. (1999). Technology in teacher preparation: Preparing teachers for the future. Journal of Technology and Teacher Education, 7(4), 303–322.

Gleason, J. B. (1982). Converging evidence for linguistic theory from the study of aphasia and child language. Exceptional Language and Linguistics, 347–356.

Gobert, M. (2007). Collocational knowledge of Gulf Arab students. Teaching and Learning Vocabulary in Another Language, 49–66.

Goldfarb, A., Pregibon, N., Shrem, J., & Zyko, E. (2011). Informational brief on social networking in education. Emerging Teaching & Learning Technologies Initiative, New York Comprehensive Center, Retrieved April, 26, 2013.

Grace, C. A. (1998). Retention of Word Meanings Inferred from Context and Sentence-Level Translations: Implications for the Design of Beginning-Level CALL Software. The Modern Language Journal, 82(4), 533–544.

Guénette, D. (2007). Is feedback pedagogically correct?: Research design issues in studies of feedback on writing. Journal of Second Language Writing, 16(1), 40–53.

Hartley, K., & Bendixen, L. D. (2001). Educational research in the Internet age: Examining the role of individual characteristics. Educational Researcher, 30(9), 22–26.

Hassan Abadi, S. (2003). A Study of the Learning of English Lexical and Grammatical Collocations by Iranian EFL Learners. C.R.C.I.S. 45-59. http://www.sid.ir/En/VEWSSID/J_pdf/874200318703.pdf

Hatch, E. M. (1983). Psycholinguistics: a second language perspective. Rowley, MA: Newbury House.

Helderman, R. S. (2003). Click by click, teens polish writing; instant messaging teaches more than TTYL and ROFL. The Washington Post, 20.

Hermann, F. (2003). Differential effects of reading and memorization of paired associates on vocabulary acquisition in adult learners of English as a second language. TESL-EJ, 7(1), 1–16.

Hill, J. (1999). Collocational competence. Readings in Methodology, 162.

Hill, J. (2000). Revising priorities: From grammatical failure to collocational success. Teaching Collocation: Further Development in the Lexical Approach, 47–69.

Hsu, J., & Chiu, C. Y. (2008). Lexical collocations and their relation to speaking proficiency of college EFL learners in Taiwan. Asian EFL Journal, 10(1), 181–204.

Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17(1), 23.

Jadhav, D., Bhutkar, G., & Mehta, V. (2013). Usability evaluation of messenger applications for Android phones using cognitive walkthrough. In Proceedings of the 11th Asia Pacific Conference on Computer Human Interaction (pp. 9–18).

Jaén, M. M. (2009). A corpus-driven design of a test for assessing the ESL collocational competence of university students. International Journal of English Studies, 7(2), 127–148.

Jalalifarhani, M., & GHovehnodoushan, M. (2011). Mall and vocabulary learning in Elementary students. 2011international conference on languages, literature and linguistics. IPEDR vol.20 IACSIT Press, Singapore

Kahari, L. (2013). The effects of Cell phone use on the study habits of University of Zimbabwe First Year Faculty of Arts students. International Journal of Education and Research, 10, 1–12.

Kajornboon, A. B. (2013). The effect of using social networking assisted interaction between peer and teacher in English language learning. In Proceedings from FLLT Conference, March 15 (Vol. 16).

Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons, 53(1), 59–68.

Ketabi, S., Zarei, GH. R., & Khazaie, S. (2011). Mobile mediated versus traditional method of L2 vocabulary learning: A comparison between vocabulary learning with and without pictorial annotation. International conference on language, literature and linguistics. IPEDR (26). IACSIT Press, Singapore.

Kindberg, T., Spasojevic, M., Fleck, R., & Sellen, A. (2005). I saw this and thought of you: some social uses of camera phones. In CHI’05 extended abstracts on Human factors in computing systems (pp. 1545–1548).

Koosha, M., & Jafarpour, A. A. (2006). Data-driven learning and teaching collocation of prepositions: The case of Iranian EFL adult learners. Asian EFL Journal, 8(4), 192–209.

Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 440–464.

Lenhart, A., Madden, M., Smith, A., & Macgill, A. R. (2009). Teens and social media: An overview. Washington, DC: Pew Internet and American Life.

Lessard-Clouston, M. (1996a). ESL vocabulary learning in a TOEFL preparation class: A case study. Canadian Modern Language Review, 53, 97-119.

Lewis, M. (1997). 1 3 Pedagogical implications of the lexical approach. Second Language Vocabulary Acquisition: A Rationale for Pedagogy, 255.

Lewis, M., & Conzett, J. (2000). Teaching collocation: Further developments in the lexical approach. Language Teaching Publications Hove.

Lewis, M. (2001). Teaching Collocation: Further developments in the lexical approach. Hove, England: Thompson-Heinle publications.

Li, C. (2009). SMS-based vocabulary learning for ESL students. Unpublished master thesis, Auckland University of Technology, New Zealand. Loucky.

Lin, Y. P. (2002). The effects of collocation instruction on English vocabulary development of junior high school students in Taiwan. Unpublished Master Thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.

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

McNeal, T., & van't Hooft, M. (2006). Anywhere anytime: Using mobile phones for learning. The Journal of the Research Center for Educational Technology, 2 (2).

Mirsalari, G.-A., & Shokouhi, H. (2010). Collocational Knowledge versus General Linguistic Knowledge among Iranian EFL Learners. The Electronic Journal for English as a Second Language, 13(4).

Murnani, Z. T., & Salehi, H. (2015). Effect of Electronic Dictionary as an ICT Tool on English Collocation Learning of EFL Learners. Asian Journal of Education and E-Learning (ISSN: 2321--2454), 3(05).

Nation, I. S. P. (2001). Learning vocabulary in another language. Ernst Klett Sprachen.

Nattinger, J. R., & DeCarrico, J. S. (1992). Lexical phrases and language teaching. Oxford University Press.

Nesselhauf, N. (2003). The use of collocations by advanced learners of English and some implications for teaching. Applied Linguistics, 24(2), 223–242.

Noonan, B., & Duncan, C. R. (2005). Peer and self-assessment in high schools. Practical Assessment, Research and Evaluation, 10(17), 1–8.

Oladipupo, O., Daramola, O., Oyelade, J., & Afolabi, I. (2015). Improving Rural Healthcare Delivery in Nigeria using Distributed Expert System Technology. In European Conference on e-Government (p. 501).

Ozgula, B. & Abdulkadir, C. (2012). Teaching vocabulary through collocations in EFL classes: The case of Turkey. 1(1), 21-32.

Palmer, F. R. (1981). Semantics. Cambridge University Press. Retrieved from https://books.google.com/books?id=UWJSaxH9GiMC

Pawley, A., & Syder, F. H. (1983). Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. Language and Communication, 191, 225.

Prensky, M., & Berry, B. D. (2001). Do they really think differently. On the Horizon, 9(6), 1–9.

Radhi, A. H. J. (2013). Collocations and the Practice of TESOL. Int. J. Bilin. Mult. Teach. Eng, 1(2), 49–54.

Richards, W., & Renandya, A. (2002). Methodology in language teaching: An anthology of current practice. 157-272.New York: Cambridge University Press.

Salehi, H., & Habibi, S. B. (2015). EFL Learners’ Attitudes towards Using Thesaurus Part of Microsoft Word in Vocabulary Acquisition. In 1 st International Conference on Teaching & Learning (ICTL) (Vol. 14, p. 61).

Salehi, H., & Salehi, Z. (2012a). Challenges for Using ICT in Education: Teachers’ Insights. International Journal of E-Education, E-Business, E-Management and E-Learning, 2(1), 40–43.

Salehi, H., & Salehi, Z. (2012b). Do high-stakes tests facilitate or hinder the use of ICT in the classroom? In 3rd International Conference on e-Education, e-Business, e-Management and e-Learning. Singapore.

Salehi, H., & Salehi, Z. (2012c). Integration of ICT in language teaching: Challenges and barriers. In Proceedings of the 3rd International Conference on e-Education, e-Business, e-Management and e-Learning (IC4E, 2012), IPEDR (Vol. 27, pp. 215–219).

Salehi, H., Shojaee, M., & Sattar, S. (2014). Using E-Learning and ICT Courses in Educational Environment: A Review. English Language Teaching, 8(1), p63.

Salehi, H., Yunus, M. M., & Salehi, Z. (2012). Teachers’ perceptions of motivating factors to use ICT in the classroom. Journal of Applied Sciences Research, 8(3), 1654–1657.

Sekiguchi, S. (2012). Investigating the effects of Twitter on developing a social learning environment to support Japanese EFL students’ self-regulated learning.

Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157–174.

Shin, D., & Nation, P. (2008). Beyond single words: The most frequent collocations in spoken English. ELT Journal, 62(4), 339–348.

Sinclair, J. (1991). Corpus, concordance, collocation. Oxford University Press.

Skrzypek, A. (2009). Phonological short-term memory and L2 collocational development in adult learners. EUROSLA Yearbook, 9(1), 160–184.

Smadja, F. A. (1989). Lexical co-occurrence: The missing link. Literary and Linguistic Computing, 4(3), 163–168.

Smith, C.2005, The lexical approach: collocation in high school English learners. George Fox University.

Smith, S., Salaway, G., & Borreson Caruso, J. (2009). The ECAR study of undergraduate students and information technology, 2009 (Research Study, Vol. 6). Boulder, CO: EDUCAUSE Center for Applied Research.

Srinivas, R. (2010). ICT Tools for ELT Ppt Presentation-Author Stream.

Stowe Jr, W. A. (2013). Comparison of learning performance between students who do and students who do not use mobile technology-based activities. UNIVERSITY OF NORTH TEXAS.

Susilo, A. (2014). Exploring Facebook and Whatsapp As Supporting Social Network Applications For English Learning In Higher Education.

Sutee, J., & Efparaxia. (2014). Investigating the adoption and use of smartphones in the UK: a silver-surfers perspective. (UH Business School Working Paper). University of Hertfordshire.

Sweeny, S. M. (2010). Writing for the instant messaging and text messaging generation: Using new literacies to support writing instruction. Journal of Adolescent & Adult Literacy, 54(2), 121–130.

Sykes, J. M., Oskoz, A., & Thorne, S. L. (2013). Web 2.0, synthetic immersive environments, and mobile resources for language education. Calico Journal, 25(3), 528–546.

Taylor, L. (2005). Teaching and learning vocabulary. Upper Saddle River, NJ: Prentice Hall.

Thornton, P. & Houser, C. (2005). Using Mobile Phones in English Education in Japan. Journal of Computer Assisted Learning, 21, 217-228.

Towell, R., Hawkins, R., & Bazergui, N. (1996). The development of fluency in advanced learners of French. Applied Linguistics, 17(1), 84–119.

Traxler, J. (2007). Defining, Discussing and Evaluating Mobile Learning: The moving finger writes and having write. The International Review of Research in Open and Distributed Learning, 8(2).

Trentin, G., & Repetto, M. (2013). Using network and mobile technology to bridge formal and informal learning. Elsevier.

Trucano, M. (2005). Knowledge maps: ICTs in education. Washington, DC: infoDev/World Bank. Retrieved from http://www. infodev. org/en/Publication.

Truscott, J. (2007). The effect of error correction on learners’ ability to write accurately. Journal of Second Language Writing, 16(4), 255–272.

UnitedNations2013,DeputySecretaryEliasson.www.un.org/apps/news/story.asp?NewsID=44452.

Vigotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.

Wagner, E. D., & Wilson, P. (2005). Disconnected: Mobile learning responds to people who need access to information when out in the field or on the job. T AND D, 59(12), 40.

Wilkins, D. A. (1972). Linguistics and Language Teaching. London: Edward Arnold.

Woolard, G. (2000). Collocation-encouraging learner independence. Teaching Collocation: Further Developments in the Lexical Approach, 28–46.

Yalcinalp, S., & Gulbahar, Y. (2010). Ontology and taxonomy design and development for personalised web-based learning systems. British Journal of Educational Technology, 41(6), 883–896.

Yeboah, J., & Ewur, G. D. (2014). The impact of whatsApp messenger usage on students performance in Tertiary Institutions in Ghana. Journal of Education and Practice, 5(6), 157–164.

Yousefzadeh, M. (2012). Mobile-based learning vs. paper-based learning and collocation words learning. Journal of Educational & Instructional Studies in the World, 2(3).

Yueng, K. (2013). Whatsapp Processed a Whopping (record) 18 billion messages on the last day of 2012. TNW News. Retrieved from www.thenextweb.com

Yunus, M. M., Salehi, H., & Amini, M. (2015). Impact of Using CALL on Iranian EFL Learners’ Vocabulary Knowledge. English Language Teaching, 9(1), 173.

Zareva, A. (2005). Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency. System, 33(4), 547–562.

Zhihong, L., Leijuan, H., & Xiaohui, H. (2010).A research on a student-centered teaching model in an ICT-based English audio-video speaking class. International Journal of Education and Development using Information and Communication Technology, 6(3), 101-123.


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.