A New Vocabulary Revision Technique Using WhatsApp: Peer-Chain

Autor/inn/en	Balci, Özgül; Kartal, Galip
Titel	A New Vocabulary Revision Technique Using WhatsApp: Peer-Chain
Quelle	In: Education and Information Technologies, 26 (2021) 5, S.5873-5893 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Balci, Özgül)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10571-7
Schlagwörter	Vocabulary Development; Multiple Choice Tests; Computer Software; Comparative Analysis; Pretests Posttests; English (Second Language); Retention (Psychology); College Students; Instructional Effectiveness; Teaching Methods; Achievement Tests; Student Attitudes; Content Analysis; Peer Relationship; Second Language Learning; Second Language Instruction; Learning Processes + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; English as second language; English; Second Language; Englisch als Zweitsprache; Merkfähigkeit; Collegestudent; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schülerverhalten; Inhaltsanalyse; Peer-Beziehungen; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning process; Lernprozess
Abstract	The purpose of this mixed-method study was to examine the effect of a new vocabulary revision technique "peer-chain" developed by the researchers on vocabulary learning and retention among English as a foreign language (EFL) university students. A total of 46 participants (21 in the control group and 25 in the experimental group) completed the study, and the effectiveness of the treatment was checked via conducting a pre-test post-test/retention test control group design for the quantitative part. The study was eight weeks in duration, and the students were assessed with a 42-question, multiple-choice vocabulary achievement test (VAT). An analysis of ANOVA for the quantitative data showed a significant difference in students' vocabulary achievement between the students who used peer-chain and the students who used traditional word cards. Also, the study explored learner perceptions through interviews with the experimental group students. The qualitative content analysis of the interview data showed that most learners had positive perceptions of the technique. Both quantitative and qualitative outcomes suggest that integrating WhatsApp with the peer-chain technique in teaching vocabulary is a promising technique and can be more successful than the traditional paper-based word cards for vocabulary learning and retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01