The effects of Facebook and WhatsApp on success in English vocabulary instruction

• Published in: Journal of computer assisted learning Vol. 34; no. 5; pp. 504 - 514
• Main Authors: Çetinkaya, Levent, Sütçü, Selim Soner
• Format: Journal Article
• Language: English
• Published: Oxford Wiley-Blackwell 01.10.2018; Wiley Subscription Services, Inc
• Subjects: Comparative Analysis; Comparative studies; Computer Mediated Communication; Computer Software; Control Groups; Education; Educational Quality; English (Second Language); Experimental Groups; Facebook; Instructional Effectiveness; Interpersonal Relationship; language acquisition; Learning; Messages; Opinions; Pretests Posttests; Qualitative analysis; Scores; Second Language Instruction; Second Language Learning; Social factors; Social interaction; Social Media; social networking services; Social networks; Student Attitudes; Students; Studies; Success; Teaching Methods; Vocabulary; Vocabulary Development; vocabulary instruction; WhatsApp
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12255

The purpose of this study is to determine the effects of Facebook and WhatsApp on success in English vocabulary instruction and the learners' opinions about the implementation process. In the study, mixed method model, which combines both quantitative and qualitative data, was used. The success of the students in Facebook, WhatsApp, and control group showed a significant difference between the pretest and posttest, meaning that the learning environments had different effects on the increase of success of students. The analysis revealed that the difference in the mean scores of the students in WhatsApp, Facebook, and control group was significant, and WhatsApp has been more effective in the increase of the success. Although more increase in the mean scores of Facebook group was observed compared with control group, this increase was not found significant. Furthermore, students expressed their willingness to go on the practice not only in their present course, but also in their other courses as well. They also opined positive opinions that learning could also take place unconsciously. However, a few students reacted negatively against the unnecessary messages and the timing of some messages. The results indicated that, compared with Facebook, WhatsApp is more effective in teaching vocabulary. Lay Description What is currently known about the subject matter Studies on social networking services (SNSs) suggest that they have effects on different variables (communication, motivation, social interaction, academic success, etc.) depending on their purpose and use in education. The studies also show that both Facebook and WhatsApp have potential to increase social interaction, interest and motivation, support learning anytime and anywhere, provide cooperation, increase sense of belonging and commitment, success, teacher‐student interaction, provide peer support and feedback, and enable sharing of material and information What this paper adds to this This paper aims to determine the effects of Facebook and WhatsApp on success in English vocabulary instruction and the learners' opinions The implications of study findings Similar comparative studies on the educational effectiveness of other SNSs should also be performed. The use of WhatsApp, Facebook, and similar SNSs in education, which students already use without any need of training, should be encouraged. Educators' opinions on the use of WhatsApp and similar applications in education should be asked and they should be encouraged to get involved in the process.