Innovation in Language Learning

This quasi-experimental study examined effects of online social groups on the acquisition and long-term retention of phrasal verbs among Persian-speaking English learners. The participants of the study were language learners at Isfahan University of Medical Sciences who volunteered to participate in the experiment. 120 participants (out of 162) were selected based on their performance on the Oxford Placement Test. Participants of the experimental group (Mobile Learning) were asked to use their mobile devices (cell phones or tablets) to join a social group designed for the purpose of the study. Participants of the control group, however, experienced traditional classroom techniques. Both groups received the same type of materials (English Phrasal Verbs in Use). Participants of the mobile learning (ML) group received the materials online and were asked to do the exercises and send them on the group. The sessions were online and all the participants were asked to be present at a specific time. They had discussions about the new phrasal verbs and were required to use the target words in sentences. Every session, 5 new phrasal verbs were given and the treatment lasted for 8 online sessions of 45 minutes. Participants of the classroom learning (CL) group received exactly the same number of phrasal verbs each session for the last 20 minutes of the class. They were asked to use the target words in sentences and the meanings were provided through definitions, synonyms, translations, and examples. Using a pretest, posttest, and delayed posttest each consisting of 40 new English phrasal verbs, participants’ acquisition (posttest) and long-term retention (delayed posttest) of the phrasal verbs were examined. Results of the independent-samples t-test and repeated-measures ANOVA provided evidence that online social networking significantly enhanced participants’ knowledge of English phrasal verbs. Results of paired-samples t-test also showed participants of the CL group benefitted from their own treatment, but these results were not as significant as those of the experimental group. Results have significant implications for language teachers and materials developers within the social constructivist framework indicating social interactions whether face to face or online have significant impact on language learners’ development.

Keywords: phrasal verbs; acquisition; retention; social networking; mobile learning