TY - JOUR ID - 162615 TI - Learning Vocabulary Electronically During COVID‐19 Pandemic: Does Shaad Platform Have Any Impacts on Iranian EFL Learners’ Vocabulary Learning? JO - Journal of Research in Techno-based Language Education JA - JRTLE LA - en SN - AU - Sazegar, Zeinab AU - Sarsarabi, Sharareh Sadat AD - Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e- Heydarieh, Iran AD - Department of English, Farhangiyan University, Mashhad, Iran Y1 - 2022 PY - 2022 VL - 2 IS - 4 SP - 10 EP - 28 KW - Face-to-face Teaching KW - L2 Vocabulary Learning KW - Shaad Platform KW - Mobile-assisted Learning KW - EFL learners DO - 10.22034/jrtle.2022.354478.1032 N2 - The perceived outbreak of COVID‐19 has forced the closure of schools in Iran. Alternatively, e-learning has emerged as a viable replacement for training students. The present study examined the comparative effects of applying Shaad as online learning versus face-to-face teaching on English as a Foreign Language (EFL) students’ vocabulary learning. To achieve this aim, sixty ninth-grade high school students were randomly selected. The members of the study were assigned to the Shaad and control groups. The instruments were a Cambridge Placement Test (CPT) and a researcher-made test administered as a pre-and post-test. First, the CPT was used, then a pre-test was administered to members of both groups. EFL learners’ vocabulary learning was analyzed at the end of the research; thus, the students in both groups performed the vocabulary post-test. Descriptive statistics and independent samples t-tests were run to determine the effect of Shaad on Iranian EFL learners’ vocabulary learning. The results revealed that teaching vocabulary through Shaad as online learning did not have a statistically significant effect on EFL students’ vocabulary learning. The results also showed a significant difference between the vocabulary learning of EFL students exposed to face-to-face teaching and those exposed to Shaad; thus, face-to-face learning is more effective. One of the study implications is that policymakers might provide infrastructure for virtual education to contribute to the improvement of EFL learning along with face-to-face education after the Covid-19 pandemic. Also, material designers can remove the deficiencies of the Shaad platform to develop the student’s vocabulary learning as an instructional aids tool. UR - https://www.jrtle.ir/article_162615.html L1 - https://www.jrtle.ir/article_162615_742ea3a899b27b4c67067d7b4cdcbc1d.pdf ER -