TY - JOUR
T1 - The Effect of WeChat-Based Online Instruction on EFL Learners' Vocabulary Knowledge
AU - Namaziandost, Ehsan
AU - Hashemifardnia, Arash
AU - Bilyalova, Albina Anvarovna
AU - Fuster-Guillén, Doris
AU - Palacios Garay, Jessica Paola
AU - Ngoc Diep, Le Thi
AU - Ismail, Hazhari
AU - Sundeeva, Ludmila A.
AU - Hibana,
AU - Rivera-Lozada, Oriana
N1 - Publisher Copyright:
© 2021 Ehsan Namaziandost et al.
PY - 2021
Y1 - 2021
N2 - During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners' vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.
AB - During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners' vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.
UR - http://www.scopus.com/inward/record.url?scp=85112610943&partnerID=8YFLogxK
U2 - 10.1155/2021/8825450
DO - 10.1155/2021/8825450
M3 - Artículo
AN - SCOPUS:85112610943
SN - 2090-4002
VL - 2021
JO - Education Research International
JF - Education Research International
M1 - 8825450
ER -