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This study examines WhatsApp’s use and effects on collocation learning and retention among Iranian EFL learners, comparing experimental and control groups and evaluating outcomes with pretests and immediate posttests.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/impact-of-whatsapp-on-learning-and-retention-of-collocation-knowledge-among-iranian-efl-learners/589470/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/impact-of-whatsapp-on-learning-and-retention-of-collocation-knowledge-among-iranian-efl-learners/589470.png","ImageObject",300,407,{"name":42,"@type":43},"Terk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main objective of this study?","Question",{"text":63,"@type":64},"The study investigates the use and effects of WhatsApp on learning collocations and retaining collocation knowledge among Iranian EFL learners.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the participants selected and divided?",{"text":68,"@type":64},"Oxford Placement Test (OPT) was administered to 80 learners, and 60 participants scoring 70 or higher were selected and divided into experimental and control groups.",{"name":70,"@type":61,"acceptedAnswer":71},"What was different about the experimental and control groups?",{"text":72,"@type":64},"The experimental group frequently used WhatsApp to learn and practice new collocations, while the control group did not use any tool for learning collocations.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589470,1792190837,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":109,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 7 No. 5; October 2016  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  | Flourishing Creativity & Literacy |  |\n|  |  |  |\n\nImpact of WhatsApp on Learning and Retention of Collocation Knowledge among Iranian EFL Learners  \nZahra Ashiyan  \nEnglish Department, Faculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Isfahan, Iran  \nHadi Salehi (Corresponding author)  \nEnglish Department, Faculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Isfahan, Iran  \n[E-mail: hadisalehi1358@yahoo.com](E-mail: hadisalehi1358@yahoo.com)  \nDoi:10.7575/aiac.alls.v.7n.5p.112  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.112](http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.112)  \nReceived: 27/05/2016  \nAccepted: 06/08/2016  \nAbstract  \nDuring the recent technological years, language learning has been attempted to transform its path from the conventional methods to instrumental applications. Mobile phone provides people to reach and exchange information through chats (WhatsApp) . It is a tool or mode that means the facilities are used for main purposes. The unique features of the application are its compatibility to exchange information, enhance communication and relationship. A mobile phone provides to download, upload and store learning materials and information files. The purpose of the current study was to investigate the use and effect of mobile applications such as WhatsApp on school work and out of school work. In this way, Oxford Placement Test (OPT) was conducted among 80 learners in order to select intermediate EFL learners. In total, 60 participants whose scores were 70 or higher were elected as the intermediate level and were divided into experimental and control groups. In order to control the reliability of the collocation pretest, the test was pilot studied on 15 learners. Then, the pretest was conducted to measure the learner’s collocation knowledge in both of the groups. The experimental group frequently installed WhatsApp application in order to learning and practicing new collocations in order to learning and practicing new collocations, while the control group did not use any tool for learning them. An immediate posttest after the treatment was administered. The results in each group were statistically evaluated and the findings manifested that the experimental group who used WhatsApp application in learning collocation significantly outperformed the control group in posttest. Thus usage of WhatsApp application to acquire collocations can reinforce and enhance the process of collocations acquisition and it can guarantee retention of collocations. This study also prepares pedagogical implications for utilizing mobile application as an influential instrument in learning a second language.  \nKeywords: Mobile application, WhatsApp, Collocations knowledge, Information and Communication Technology (ICT), Iranian EFL learners, Social Networking Sites (SNSs)  \n1. Introduction  \nUsing social networking including mobile applications have been utilized to improve students’ progress in different language skills and sub-skills consisting vocabulary, pronunciation, reading and listening. But these applications have – to a very lower extent-been used in Iran; however, the problem is that compared with the number of application users who are growing every day, the number of studies conducted on the usage of social applications for language learning is so rare. To the best of the present researcher’s knowledge none of the studies performed so far have investigated the effectiveness of social networking sites such as WhatsApp on learning collocations among Iranian EFL learners. Several studies have claimed that the employment of modern technologies in education is principal in the information era (Salehi & Salehi, 2012) . As Garret (1991) acknowledged,“The integration of ICT in teachi","cbCain4qlzgA8UE2","https://ap.wps.com/l/cbCain4qlzgA8UE2","pdf",525070,16,"English","# Introduction\n## Abstract\n## Keywords\n# Study Design and Procedure\n## Participants and Grouping\n## Pretest and Pilot Study\n## Treatment and Posttest\n# Results and Findings\n## Statistical Evaluation\n## Impact on Retention","[{\"question\":\"What is the main objective of this study?\",\"answer\":\"The study investigates the use and effects of WhatsApp on learning collocations and retaining collocation knowledge among Iranian EFL learners.\"},{\"question\":\"How were the participants selected and divided?\",\"answer\":\"Oxford Placement Test (OPT) was administered to 80 learners, and 60 participants scoring 70 or higher were selected and divided into experimental and control groups.\"},{\"question\":\"What was different about the experimental and control groups?\",\"answer\":\"The experimental group frequently used WhatsApp to learn and practice new collocations, while the control group did not use any tool for learning collocations.\"}]","Impact of WhatsApp on Learning and Retention of Collocation Knowledge among Iranian EFL Learners | PDF",1792067411]