The Impact of Vocabulary Learning via Telegram Application on Iranian EFL Learners’ Willingness to Communicate

In recent years, the world has witnessed a huge advancement of technologies and their widespread use in everyday life of people. In learning contexts, the needs of the new generation of students can be met through incorporating technologies in teaching and learning methods. The current study attempted to use Telegram as an instant messaging application in teaching vocabulary and examining its influence on learners’ Willingness to Communicate (WTC) inside the class. In order to do so, 50 advanced EFL learners were randomly assigned to two groups, experimental and control, and a validated questionnaire was administered to them to measure their WTC. For nine sessions the experimental group received a total of 63 new vocabulary items (7 items each session) in different contexts and had nine online free discussions. The control group, on the other hand, received the same vocabulary items in the form of print-outs and held nine face-to-face discussions in the class.The information obtained from the WTC questionnaire administration after the treatment revealed that the participants of the experimental group outperformed the ones in the control group. This finding implies that including technological platforms in teaching can increase learners’ motivation and willingness to interact

Keywords:

Willingness to Communicate (WTC) , Vocabulary learning , Telegram Application , Computer Mediated Communication (CMC) , Mobile Assisted Language Learning (MALL)