Enhancing Iranian EFL Learners' Vocabulary Learning Through Technology-Assisted Mind-Mapping: The Mediating Role of E-Learning Enjoyment

Abstract

The rapid revolutionary advances of computer technologies have led to the employment of various learning multimedia applications in second language (L2) learning. One such technology is a mind-mapping application, which helps L2 learners retain vocabulary. However, the literature lacks studies exploring the interactions of these applications with L2 learners' positive psychosocial factors, such as learning enjoyment. Thus, the present study investigates the effect of mobile-based mind-mapping on English vocabulary learning mediated by e-learning enjoyment among English as a foreign language (EFL) learners in Iran. To this end, 80 EFL learners were classified based on the treatment and level of enjoyment into four groups, including high enjoyed experimental group (HEEG, N = 20), high enjoyed control group (HECG, N = 16), low enjoyed experimental group (LEAG, N = 14), and low enjoyed control (LECG, N = 15) group. Three measurement instruments were employed to collect the required data: the Oxford Placement Test (OPT), a vocabulary achievement test, and a Foreign Language Enjoyment Scale. The results of ANOVA showed that mobile–assisted mind mapping significantly positively affected both low and high-assisted EFL learners' vocabulary knowledge. The findings also indicated that the high-enjoyed EFL learners who received pleasure reading had substantially higher vocabulary knowledge performance than the low-enjoyed EFL learners receiving the same treatment. The findings might be conducive to Iranian EFL learners and teachers, giving them some fruitful insights into alternative ways to learn vocabulary.