The Effect of Edmodo Social Learning Network on Iraqi EFL Learners Vocabulary Learning

Abstract

This study investigated the effect of the Edmodo social learning network on the vocabulary learning of Iraqi English as Foreign Language learners. To this end, 60 EFL learners in Hilla, Iraq were selected through the convenience sampling method. The Nelson test was administered to guarantee the homogeneity of the participants. The participants were assigned randomly to experimental and control groups. The experimental group (n=30) was exposed to vocabulary instruction via Edmodo. Therefore, the vocabulary instruction took place through sharing materials, assignments, quizzes, and discussion. In addition to all activities common to Edmodo, the learners in the experimental group were asked to write compositions using the words taught online. In the control group, the instruction occurred in a physical, face-to-face atmosphere traditionally and regularly. The results of both groups were compared through independent pre-test and post-test. The results showed that there were significant differences in students' vocabulary achievement in post-test between experimental and control groups. This study also focused on eliciting the experimental group’s attitude toward their experience using Edmodo. The results showed that there was a positive attitude toward Edmodo in terms of data access, feedback, discussion, user-friendliness, and efficiency in vocabulary learning. The study presented some pedagogical implications for learners, teachers, and language policymakers.