The Impact of Using Languent as a Movies-Based Mobile Application on the Vocabulary Learning of Iranian EFL Learners

Integrating technological tools in educational practices has transformed traditional learning methodologies, making them more interactive and engaging. However, research in practical language learning applications, specifically regarding vocabulary, has received little attention in the Iranian context. This study investigated the impact of Languent, a movies-based mobile application, on vocabulary learning among Iranian English as a Foreign Language (EFL) learners. A quasi-experimental research design was employed, involving 78 intermediate-level English language learners, as determined by the institute’s placement test. Participants were divided into two groups based on pre-existing classes: an experimental group (n = 44), which used Languent for vocabulary learning, and a control group (n = 34), which followed conventional vocabulary learning methods without the application. Both groups completed pretests and posttests to assess vocabulary knowledge and measure the impact. The data were analyzed using one-way ANCOVA to control for initial differences and Pearson correlation to examine relationships between variables. The results revealed that the experimental group significantly outperformed the control group in vocabulary acquisition, demonstrating the positive influence of the Languent on learning outcomes. However, no significant correlation was found between the time spent using the application and the learners’ vocabulary improvement. It suggests that while Languent is effective, its effect may not be directly proportional to usage duration. This study contributes to mobile-assisted language learning, making it practical for language teachers, policymakers, and teacher educators.