Teachablity of Interaction to Iranian EFL Learners: Mobile-Learning in Focus

Abstract

The current study is an attempt to highlight the levels of English vocabulary proficiency reached by 110 Iranian
engineering students. Thus, the students' language proficiency, the manners of learning content delivery, as well as the students'
attitudes towards these manners to learn new English vocabulary items were explored. The participants were divided into a
'social' (G1) and an 'individual' (G2) group randomly. The first group members received the materials (i.e., new English
vocabulary items) through their cell-phones, made a new sentence with it and collaborated with other members to make a short
story, whereas the second group members received the learning content from the same channel, made a new sentence with it,
and delivered it to their teacher. A Likert type engagement questionnaire was distributed among participants of both groups and
the results of matched t-test revealed that although the learners in two groups had the same attitude towards vocabulary learning
through the medium of social webs and story writing, they differed significantly in vocabulary learning proficiency. Also, the
results of the study point to the minimal relevance of learners' gender to L2 vocabulary learning through the medium of wireless
technology. Thus, wireless technology must be recognized for its contribution to new manners of improving the educational
program offered to students.