A study on the Effect of Telecollaboration through Social Networking on Reading Comprehension and Vocabulary Learning: The Case of Iranian Female High School EFL Learners

Mahnaz Azad, Maryam Kamarei


Technology enhanced instruction has been a paramount issue in recent decades leading to a shift in educational context. Moreover, telecollaboration as an electronically mediated intercultural communication has been introduced for the purpose of foreign language learning as well as the development of intercultural competence. Along this way, the present study was an attempt to probe on the effect of social networking through mobile assisted language learning (MALL) instruction (i.e., WhatsApp) on high school students’ reading comprehension and vocabulary learning. Furthermore, the difference between the effect of social networking through WhatsApp on the learners’ reading comprehension ability and vocabulary learning was compared. The design of the study was quasi-experimental with pre-test/post-test and the experimental and control groups. To do so, 60 female high school learners were homogenized using the Oxford Placement Test. Reading comprehension and vocabulary pre- and post-tests were administered among the learners to examine the effect of MALL instruction though WhatsApp on the learners’ reading comprehension and vocabulary learning. To analyze the data, independent samples t-test and MANOVA were used. Findings showed the outperformance of the experimental group over the control group in both reading comprehension and vocabulary learning. However, no statistically significant difference was found between the learners’ reading comprehension and vocabulary learning when they received social networking instruction through WhatsApp. Therefore, it can be concluded that using MALL can have beneficial effects on EFL learners’ reading comprehension and vocabulary.

Full Text:




Akiyama, Y., & Saito, K. (2016). Development of comprehensibility and its linguistic correlates: A longitudinal study of video-mediated telecollaboration. The Modern Language Journal, 100(3), 585-609.

Baleghizadeh, S., & Oladrostam, E. (2011). The effect of mobile assisted language learning (MALL) on grammatical accuracy of EFL students. MEXTESOL Journal, 34(2), 1-10.

Baran, E., Correia, A. P., & Thompson, A. (2013). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439.

Belz, J. A. (2003). Linguistic perspective on the development of intercultural communicative competence in telecollaboration. Language Learning & Technology, 7, 68-117.

Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Education.

Chapelle, C. (2001). Computer applications for second language acquisition: Foundations for teaching, testing, and research. New York: Cambridge University Press.

Diaz, M. K., & Ngoc, T. H. (2014). Corrective feedbacks in the context of online English teaching. IEEE Conference on e-Learning, e-Management and e-Services (IC3e), 36-39.

Farhady, H., Jafarpour, A., & Birjandi, P. (1994). Testing language skills. Tehran: SAMT Publications.

Gorsky, P., & Blau, I. (2009). Online teaching effectiveness: A tale of two instructors. International Review of Research in Open and Distance Learning, 10(3), 1-27.

Hara, N. (2004). [Review of Web-based learning and teaching technologies: Opportunities and challenges, edited by A. Aggarwal]. Information Society, 20(2), 153-154.

Hofferth, S., & Sandberg, J. (2001). How American children spend their time. Journal of Marriage and Family, 63(2), 295-308.

Kukulska-Hulme, A. (2015). Language as a bridge connecting formal and informal language learning through mobile devices. In W. Lung-Hsiang, M. Milrad, & M. Specht (Eds.), Seamless learning in the age of mobile connectivity (pp. 281-294). London: Springer.

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.

Latt, M. D., Lally, V., Lipponen, L., & Simons, R.J. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of teacher. Instructional Science, 35, 257-286.

McGuigan, N. C., & Weil, S. (2008). Use of study TXT as a form of mobile learning in an accounting decision-making course. The International Journal of Learning, 15, 281-299.

Miangah, T. M., & Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems (IJDPS), 3(1), 309-319.

Rossing, J. P., Miller, W. M., Cecil, A. K., & Stamper, S. E. (2012). iLearning: The future of higher education? Student perceptions on learning with mobile tablets. Journal of the Scholarship of Teaching and Learning, 12(2), 1-26.

Sharples, M. (2000) The Design of personal mobile technologies for lifelong learning. Computers and Education, 34, 177-193.

Suleiman, Y. (2014). Arab(ic) language anxiety teaching a “condition.” Al-Arabiyya Journal of the American Association of Teachers of Arabic, 47, 57-88.

Wilson, B. G. (1996). Introduction: What is a constructivist learning environment? In B. G. Smith (Ed.), Constructivist learning environments (pp. 3-8). Englewood Cliffs, NJ: Educational Technology Publications.

Wilson, G., & Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers to teach online. Australian Journal of Educational Technology, 20(1), 33-48.

Young, S. (2006). Student views of effective online teaching in higher education. American Journal of Distance Education, 20(2), 65-77.

Zervas, P., & Sampson, D. G. (2014). Facilitating teachers’ reuse of mobile assisted language learning resources using educational metadata. IEEE Transactions on Learning Technologies, 7(1), 6-16.

Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers and Education, 42(3) 289-314.

DOI: http://dx.doi.org/10.30870/jels.v6i2.11312


  • There are currently no refbacks.

Creative Commons License
Journal of English Language Studies is licensed under a Creative Commons Attribution 4.0 International License.

Copyright @ 2021 Journal of English Language Studies.

View My Stats