THE IMPACT OF CHAT ON THE VOCABULARY RETENTION OF IRANIAN EFL LEARNERS

Using the Internet to access “authentic language material” is one of the ways that help students learn English, particularly English as a Foreign Language (EFL) students who may not have other ways to access this type of material. Since the evolution of networks, computers have been offering (EFL) learners more than drills: "they can be a medium of real communication in the target language, including composing and exchanging messages with other students in the classroom or around the world" (Oxford, 1990, p.79). No matter what target languages the learners study, most studies have found some positive attitudes towards text chat rooms for language learning, and confirmed that chat room can be a favorable environment for language practice especially for learners who do not live in target language –speaking areas (Blake, 2000). To evaluate the possible effects of chat on vocabulary retention of pre-university students studying in Ghasre- Shirin Pre-University centres, the researcher randomly selected 60 students- 30 male and 30 female, from among 200 students. The design used for the research was Post test only control group. The students, who had been assigned to two groups (control and experimental), answered 28 multiple choice items test with varying levels of difficulty for post-test. While experimental group was taught vocabulary retention by means of chat, control group was taught according to common traditional vocabulary- teaching methods. The treatment was followed for roughly six months. The results of the t-test showed that teaching vocabulary by means of chat had a significant effect on vocabulary retention of pre-university students than traditional ways of teaching vocabulary. Significant difference between t-values of easy, average, and difficult questions is a good indicator of this fact. Since the present study has been done with regard to Pre-university students, and their book is authentic regarding the texts introduced ( the texts have been adapted from internet sources) such a significant effect of teaching vocabulary through chat might not be replicable with regard to other sources of text being artificially designed (based on structures) in EFL contexts.