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), 2024. Published by Science Publishing Group |
Experimental Design, Foreign Language Learning, Mobile-Based Learning, Texting, Vocabulary Acquisition
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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
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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 -
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