Personalized Mobile Assisted Vocabulary Learning

The present study is an attempt to investigate the impact of text-messaging on intermediate EFL learners¿ vocabulary learning. Considering the insufficient amount of class time, it is reasonable to devise a complementary means of learning words to help learners and teachers to take advantage of technological initiatives. Therefore, in this study text-message vocabulary learning was hypothesized to be a potential way to help EFL learners consolidate their vocabulary knowledge. To fulfill the purpose of the study, 35 female students in three classes at the low intermediate level at Sadra institute in Mashad participated in the study. They received 10 unknown vocabularies on the paper and 10 questions, and 10 inspirational quotes through SMS messages during three weeks. Four tests were utilized, three tests during three weeks of the study and one test after a-10-day interval, in order to investigate the impact of text-messaging and paper-and-pencil on participants¿ vocabulary learning and retaining. The results showed that language learners learned and retained more vocabularies texted to them. The comparison of two methods of text-messaging, questions and inspirational quotes, reveal