Maryam Tabande
Sohila tahmasbi

The purpose of the present study was to explore on the effects of mobile assisted language learning (mall) in general and Telegram application in particular on Iranian English as a foreign language (EFL) learners’ vocabulary learning. To fulfill the objectives of the study, 40 intermediate EFL learners from Arvand language institute in Khoramshahr, Iran wereselected and randomly divided into two groups; experimental and control. The control group participated in the classroom, while the experimental group learned in different situations; via Telegram. Before starting the treatment, a pre-test was administered to measure the levels of students on vocabulary knowledge. Meanwhile, learners in Telegram answered the questionnaire show their attitude about mobile-learning based on a five-point Likert scale. Then as a treatment, the researcher gave 10 words with their definitions to the learners in Telegram from ‘Top Notch Intermediate’ textbook every session and asked them to give 10 example sentences for each. On the other hand, these words were sent to the group in the classroom with their definitions and learned the same words by traditional methods. Then, at the end of the experiment, the vocabulary post-test was administered to all groups in their final examination and also the experimental group was asked to rate effectiveness of mobile applications on learning language for the second time. The results showed that using Telegram application for learning of vocabularies was effective in improving students’ knowledge of them. Moreover, the majority of participants agreed that the system was a good and convenient tool for learning. The findings of the study may open an optional path for teachers to use technology in increasing vocabulary knowledge of EFL learners.

Telegram Application, Vocabulary Learning, Technology