the effect of using telegram on learners’ concrete and abstract vocabulary learning, motivation toward learning, and academic enjoyment: teachers’ and students’ attitudes

In recent years, mobile applications have gained popularity as tools for enhancing language learning. telegram, a widely used messaging app, has been explored for its potential to improve various aspects of english as a foreign language (efl) education. this study investigated the effect of using telegram on iranian efl learners’ vocabulary acquisition (both concrete and abstract), motivation toward learning, and academic enjoyment, while also exploring teachers’ and students’ attitudes towards its use. the study involved 92 male efl learners aged 15-20 years, with intermediate proficiency levels. the participants were divided into an experimental group (eg), which engaged in telegram-based activities, and a control group (cg), which received traditional face-to-face instruction. pretests and posttests assessed vocabulary proficiency, motivation, and academic enjoyment, with both quantitative and qualitative data collected. the results revealed that the eg significantly outperformed the cg in vocabulary learning, motivation, and academic enjoyment. qualitative interviews with 8 teachers and 12 students highlighted telegram’s positive impact on decreasing boredom, boosting motivation, and enhancing academic enjoyment. the study suggests that telegram can be an effective tool for improving efl learners’ vocabulary learning, motivation, and overall academic experience, offering valuable insights for future research on the integration of social media in language education.