The Impact of Teaching Vocabulary through “Kik” Application on Improving Intermediate EFL Learner’s Vocabulary Learning

Saeedeh Rajayi, Mahpareh Poorahmadi, Mahpare Poorahmadi


A considerable body of research has been conducted on effective vocabulary instruction to improve vocabulary
learning. However, no research has been done to empirically document the link between teaching vocabulary through
“Kik’ application and vocabulary learning. Thus, this study was conducted to fill this gap in research related to this
phenomenon. To this effect, 61 intermediate EFL learners from Joyandegan language institute were selected through
convenience sampling and randomly assigned to two groups; experimental and control group. In this pretest, posttest
experimental study, only the experimental group received training through “Kik” application. The comparison of the
scores of Teacher Made Vocabulary Test showed that the scores of experimental group were higher than those of the
control group. The comparison of the scores of Teacher Made Vocabulary Test showed that the scores of
experimental group were higher than those of the control group. This provided a statistically significant relationship
between the independent variable, teaching vocabulary through “Kik” application, and vocabulary learning which is
the dependent variable. The results of this study point to a probability that on using of “Kik” for teaching vocabulary
and the results of this study showed that using “Kik” for teaching can have a significant impact on EFL learners’
vocabulary learning.

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