Bridging Technology and Vocabulary Development: Iranian EFL Learners’ Insights and the Comparative Effects of Adobe Connect and WhatsApp

This study explored Iranian English as a Foreign Language (EFL) learners’ attitudes toward using social media applications for vocabulary learning and compared the effects of Adobe Connect and WhatsApp on vocabulary acquisition. A mixed-methods design was employed, combining a quasi-experimental quantitative phase with a qualitative follow-up via semi-structured interviews. Thirty upper-intermediate EFL learners (Mage = 19.5) from a top language school in Tehran were randomly assigned to two experimental groups based on their Oxford Online English Level Test scores. The first group received instruction via Adobe Connect, while the second group used WhatsApp. Both groups were taught 96 coronavirus-related vocabulary items over eight sessions. Quantitative analyses involved independent-samples t-tests to compare pretest scores between groups, paired-samples t-tests to examine within-group improvements, and an independent-samples t-test on posttest scores to determine differential effects of the treatments. Qualitative data from interviews were analyzed using NVivo software to identify themes regarding learners’ attitudes and experiences. Results indicated no significant differences between groups at pretest, but the Adobe Connect group showed significantly greater improvement than the WhatsApp group at posttest. Interview findings revealed that learners preferred the interactive, classroom-like environment of Adobe Connect despite higher cognitive effort, while WhatsApp was valued for convenience but criticized for potential distractions. These findings suggest that synchronous, feature-rich online platforms may be particularly effective for supporting vocabulary development in EFL settings.