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The Effectiveness of Texting on Enriching Saudi EFL College Students’ Vocabulary Repertoire

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.

Experimental Design, Foreign Language Learning, Mobile-Based Learning, Texting, Vocabulary Acquisition

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

Copyright © 2023 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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