The Impact of Telegram as a Social Network on Teaching English Vocabulary among Iranian Intermediate EFL Learners

Ghaemi, Farid; Golshan, Niloofar Seyed

doi:10.11648/j.ijics.20170205.15

Cited by 20 publications

(22 citation statements)

References 3 publications

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“…This result is also consistent with previous studies by Ghaemi and Golshan (2018) and Ghobadi and Taki (2018). It may imply that Telegram had a strong positive effect on the vocabulary learning of EFL students.…”

Section: Discussionsupporting

confidence: 94%

“…It may imply that Telegram had a strong positive effect on the vocabulary learning of EFL students. Ghaemi and Golshan (2018) asserted that the application of mobile learning and mainly the Telegram based learning environments are a possible solution for the vocabulary learning problem. Also, Ghobadi and Taki (2018) affirmed that vocabulary learning could be facilitated via presenting the words through the Telegram app.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, the students had a positive attitude about learning new words via Telegram. Ghaemi and Golshan (2018) examined the effects of short messages services (SMS) via Telegram on EFL students' vocabulary learning process. The researchers assert that the use of SMS via Telegram as a teaching tool affected students' vocabulary learning positively.…”

Section: Literature Reviewmentioning

confidence: 99%

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Telegram App in Learning English: EFL Students’ Perceptions

Abu-Ayfah¹

2019

ELT

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The rapid growth of mobile device technology and the emergence of new mobile device applications such as Telegram have created new opportunities for EFL students. Accordingly, the current study investigated the EFL College students’ perceptions of using Telegram for English language learning. The participants of the present study were 300 EFL college students, 200 female and 100 male were selected randomly from the department of English and Translation at Tibah University in AL-Medina AL-Manwarah in Saudi Arabia. This study followed a quantitative approach in which a survey questionnaire was utilized as an instrument for data collection. The results revealed that the majority of EFL students perceived Telegram as a useful tool for English language learning, particularly in vocabulary learning. The findings of the present study may contribute to developing the process of improving learning techniques in higher education in Saudi Arabia.

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Section: Discussionsupporting

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Telegram App in Learning English: EFL Students’ Perceptions

Abu-Ayfah¹

2019

ELT

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“…To sum up, the findings of this study corroborates the findings of previous studies (e.g., Piroz, 2015;Qarajeh & Abdolmanafi-Rokni, 2015;Jorjani and Abdolmanafi-Rokni, 2015;Ashiyan & Salehi, 2016;Mashhadi Heidar & Kaviani, 2016;;Ghaem & Sayed Golshan, 2017;Ghobadi & Taki, 2018) have been conducted in second language learning domain that reported positive effects of social networks in general and telegram in particular on language skills, subskills, and other related language chunks. Based on the findings, foreign language teachers need to open new door and become technology-oriented by incorporating multimedia technology outside and inside the classroom to improve the teaching and learning process.…”

Section: Discussionsupporting

confidence: 92%

The Impact of Telegram on Learning of Collocational Knowledge among Iranian EFL High School Students

Vahdat¹

2020

ALR Journal

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Rapidly developing mobile applications and ubiquitous access to the Internet provide the learners with extended opportunities to be independent from any time and location. In this regard, this study aimed to investigate the impact of Telegram on collocation learning of Iranian EFL learners. To this end, 40 high school participants whose language proficiency homogeneity was examined through a language proficiency test were selected and randomly divided into two equal-innumber groups of 20 students in the experimental and control group. To minimize the effect of participants' background knowledge in terms of collocations, a pretest was administered to the participants. At the end of treatment sessions, parallel to the pretest a teacher-made collocation knowledge test was administered for both the control and experimental groups in order to measure the learners' progress as a result of instruction. The experimental group installed Telegram application on their mobiles or tablets for collocation learning and retention, whereas the control groups were not allowed to use any tool. To ascertain that the participants were statistically different in terms of collocation learning, an independent samples t-test was run between the experimental and control groups' post-test scores. In order to determine the effectiveness of the program, a paired samples t-test was also conducted to compare the mean scores of pre-test and post-test of both groups. Analyzing the results showed that there was a significant difference between the performance of experimental and control groups, of course, in favor of experimental group confirming the effect of Telegram on improving collocational knowledge among Iranian high school students. This study implies that utilizing telegram as a newly emerging mobile application has various pedagogical benefits and fosters EFL instruction effectively..

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“…In their quantitative experimental study, Ghaemi and Golshan (2017) examined the effect of telegram on teaching English vocabulary. Sixty participants took part in this study.…”

Section: Telegram (2013)mentioning

confidence: 99%

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

Jamshidian¹

2020

JCSLL

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This review sets out to summarize studies that consist of research-based evidence indicating the effect of social media on language teaching and learning .We probed Information and Communication Technology (ICT), social media, different social networks, and language teaching and learning in academic databases such as ERIC, Springer, Taylor and Francis, Sciencedirect, ProQuest, Elsevier, Scopus, Wiley, and Google Scholar. From 350 studies related to the effects of ICT and social networks on language teaching and learning in the literature, 9o Iranian and international core papers were reviewed. This meticulous review showed that SNSs positively influence the process of the teaching and learning foreign language.

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The Impact of Telegram as a Social Network on Teaching English Vocabulary among Iranian Intermediate EFL Learners

Cited by 20 publications

References 3 publications

Telegram App in Learning English: EFL Students’ Perceptions

Telegram App in Learning English: EFL Students’ Perceptions

The Impact of Telegram on Learning of Collocational Knowledge among Iranian EFL High School Students

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

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