Using technology in the classroom context can be an effective way to learn a foreign or second language. Vocabulary is considered one of the important skills for identifying a learner's performance in various academic and non-academic contexts. The present paper investigated the effect of text messaging on learners' lexical knowledge and vocabulary size by using mobile learning ( m-learning). After the administration of an Oxford Placement Test, a total of 37 EFL learners were selected as the sample of the study. Before the treatment process, a word association test (WAT) and the updated vocabulary level test (UVLT) were administered as pre-tests. The learners received six vocabulary items selected from their coursebook through SMSs three times a week in addition to the in-class instruction. After finishing the treatment process, the WAT and the UVLT tests were administered again as post-tests to assess the learners' achievement and the effectiveness of the treatment. Since the normality of data distribution was not confirmed, the Wilcoxon signed-rank test was run for mean comparisons. The findings showed no meaningful difference between the pre-tests and post-tests regarding the vocabulary depth scores, while there was a statistically significant difference based on vocabulary breadth. Therefore, it can be claimed that text messaging via m-learning had a significant impact on learners' vocabulary breadth. Curriculum developers and EFL teachers can benefit from the findings of the current study by considering the significance of text messaging for teaching different aspects of lexical knowledge.

中文翻译：

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短信对英语学习者词汇深度和广度的影响

在课堂环境中使用技术可能是学习外语或第二语言的有效方法。词汇被认为是识别学习者在各种学术和非学术环境中表现的重要技能之一。本文通过移动学习（m-learning）研究了短信对学习者词汇知识和词汇量的影响。在进行牛津分班考试后，共有 37 名 EFL 学习者被选为研究样本。在治疗过程之前，进行了单词关联测试（WAT）和更新词汇水平测试（UVLT）作为预测试。除了课堂教学外，学习者每周 3 次通过短信收到从他们的课本中选择的六个词汇项目。完成治疗过程后，WAT 和 UVLT 测试作为后测再次进行，以评估学习者的成绩和治疗的有效性。由于未确认数据分布的正态性，因此进行了 Wilcoxon 符号秩检验以进行均值比较。结果显示，在词汇深度得分方面，前测和后测之间没有显着差异，而在词汇广度方面存在统计学上的显着差异。因此，可以说通过移动学习发送短信对学习者的词汇广度有显着影响。考虑到短信对于教授词汇知识不同方面的重要性，课程开发人员和英语教师可以从当前研究的结果中受益。