ارمين مكي ابادي

This study investigated the effects of Mobile-Assisted Vocabulary Learning (MAVL) on Iranian EFL learners’ receptive an‎d productive vocabulary knowledge, motivation, interaction patterns, an‎d long-term retention. A quasi-experimental design was employed with two intact classes (n = 30, aged 18–40, M = 25.57) at Gama Language Academy, one assigned to the experimental group an‎d the other to the control group. Both groups completed pre-tests, post-tests, an‎d delayed post-tests assessing vocabulary knowledge, while the experimental group additionally engaged in mobile-based tasks using Quizlet an‎d WhatsApp an‎d completed a motivation questionnaire. Quantitative results revealed that the experimental group achieved significantly greater vocabulary gains than the control group, with medium-to-large effect sizes. Learners in the experimental group also reported higher motivation across dimensions of enjoyment, autonomy, usefulness, an‎d social interaction. Qualitative analysis of interaction logs indicated frequent peer support, contextual vocabulary use, an‎d evidence of self-regulated learning behaviors. Delayed post-test scores demonstrated stronger retention in the experimental group, suggesting that MAVL tasks not only enhanced immediate vocabulary gains but also supported long-term learning. Together, these findings provide robust evidence that MAVL is effective in enhancing vocabulary acquisition, sustaining learner motivation, fostering meaningful interaction, an‎d supporting durable retention among Iranian EFL learners. The study contributes to the growing body of research on mobile-assisted language learning an‎d offers pedagogical implications for integrating mobile tools into vocabulary instruction in EFL contexts.

يادگيري زبان با كمك موبايل , يادگيري واژگان , ماندگاري واژگان

vocabulary retention , vocabulary learning , mobile vocabulary learning

Armin Makkiabadi

Esmaeil Abdollahzadeh