INVESTIGATING THE IMPACT OF WHATSAPP USAGE ON LEARNING AND TEACHING VOCABULARY AT THE TERTIARY LEVEL

Abstract

The current study, using Koole and Ally’s (2006) FRAME model, investigated the influence of WhatsApp as a vocabulary learning and teaching tool at the tertiary level. Viewing technological progressions, the dramatic expansion of social networking applications like WhatsApp can be employed to facilitate EFL learners to develop their vocabulary. This study used a quasi-experimental design in which the researchers’ divided participants into two groups, namely controlled and experimental. Thereafter, the randomly selected research sample (n=40) from BS Part I was classified into two equal groups which were experimental and controlled (n=20) from the Department of English, Shaheed Benazir Bhutto University, Shaheed Benazirbabd (SBBU, SBA). The control group was taught vocabulary using the traditional method, while the experimental group was taught those words using WhatsApp for six weeks. The participants from both groups were taught and given assignments of new words. The participants of the experimental group (n=20) completed their assignments of making sentences with each new word by using a dictionary for meaning and submitting via WhatsApp. On the other hand, the participants of the control group completed the same homework assignments using the paper-pencil method. The results revealed that the experimental group significantly outperformed in comparison with the control group in the completion of vocabulary learning tasks. Moreover, the results of the questionnaire gauged participants’ perceptions towards the WhatsApp application while learning vocabulary which shows the participants have a positive attitude towards learning new words using WhatsApp. Considering the findings, the study found that the use of WhatsApp has a constructive and significant effect on EFL learners’ vocabulary development.