چکیده:
This study probed the effectiveness of text messaging device for vocabulary enhancement of Iranian preintermediate learners in English as a Foreign Language (EFL) context. To this end, 37 EFL male learners were selected (through convenience sampling) as the participants of the study and randomly assigned to three groups. The treatment lasted for 16 consecutive sessions (two sessions each weak & 10 vocabulary items per session); overall, participants received 160 vocabulary items during the entire treatment period. Subsequent to treatment, a posttest was administered in order to measure learners’ vocabulary retention. Besides, in the last phase of the study, the attitudes of students toward Mobile Assisted Language Learning (MALL) were investigated via conducting a semistructured interview and administering the MALL Attitude Questionnaire. The analysis of posttest data through Kruskal-Wallis test revealed that the Input-provision/Output-elicitation MALL group participants, who received the proposed input and produced output through cellphones, outperformed the other two groups. Moreover, the Input-provision MALL group, who received input via cellphones and produced output on paper, outperformed the Traditional group, who received input and produced output on paper. In addition, the analysis of the data gathered through MALL Attitude Questionnaire and semistructured interview revealed that almost all the participants held a positive attitude toward MALL. Finally, the results pointed to no significant relationship between students' attitudes toward MALL and their posttest vocabulary achievement.
خلاصه ماشینی:
"Also, text messaging may motivate learners to continue their studies out of the classroom and, as a result, it has a positive effect on students' learning (Hashemi & Aziznezhad, 2012).
1 Acquisition of different language components through MALL In an attempt to investigate whether cellphones are useful learning tools, Baleghizadeh and Oladrostam (2010) conducted a study which was intended to assess the utility of cellphones in improving grammatical accuracy of Iranian EFL students.
Although many studies have been done to investigate the effectiveness of using SMS in education, in general, and foreign language learning, in particular, what distinguishes the study from other ones is that in the domain of vocabulary studies, most of the relevant MALL studies lack exploring the possible effect and importance of the role of output that students can produce using text messaging.
4. 3 Findings Obtained for Research Question Three To answer the third question and to figure out whether there is a significant relationship between students' MALL Attitude Questionnaire scores and their posttest vocabulary achievement scores, the Spearman Rank Order correlation (rho) was conducted, the results of which are reported in Table 9.
6. Conclusion and Implications Although not each learner may prefer learning English with the help of technology, utilizing SMS to foster learners' vocabulary learning in the current study appeared to be an efficient, effective and enjoyable out-of-class instructional tool as reflected in the students' test scores and their positive attitudes toward cellphone-based learning."