Morteza Mellati

Shahab Danesh University, Qom, Iran

Is'haaq Akbarian

University of Qom, Qom, Iran

Abstract

Technological advancements have prompted researchers to examine the integration of technology in learning environments. This study aimed to assess the effects of incorporating technology into vocabulary learning environments. Two intact classes from a large state university were divided into an experimental and a control group, each consisting of 34 participants. The experimental group used Telegram and Xmind applications to learn new vocabulary, creating concept maps with Xmind and sharing them via Telegram. The control group, on the other hand, used traditional concept-mapping techniques. Furthermore, semi-structured interviews were held with 15 participants from the experimental group to examine their perspectives on technology-enhanced learning. The results of the ANCOVA analysis showed that integrating technology significantly improved vocabulary acquisition. The qualitative results revealed that although technology alleviated learning difficulties, enhanced motivation, and improved vocabulary knowledge, it also introduced certain challenges. The study concludes with implications for both learners and educators.

Keywords

Incorporation of technology, EFL contexts, technology-supported education, vocabulary acquisition, Xmind