The Effect of Two Types of E-Learning on Iraqi EFL Students' Performances:( Grammar and Vocabulary Writing Performance as a Model )

Abstract

This study explored the impact of YouTube and Telegram on writing performance of Iraqi EFL students. The study used mixed methods based on pre/post tests and questionnaires. Before and after both platforms were used, students underwent pre- and post-tests to examine their writing, grammar, and vocabulary performance. The participants were 50 students from Al-Kindi Secondary School in Diwaniya City, 28 students of the 5th prep grade, and 22 students of the 4th prep grade who completed the questionnaire. To enhance the credibility of the questionnaire and ensure its objective was met, the questionnaire was presented in both Arabic and English to facilitate students understanding its items. Additionally, 20 5th-grade prep students completed pre- and post-tests. The results of the study were that (i) YouTube is a more acceptable and efficient teaching tool (student general use) compared to Telegram, while Telegram is a less secure efficient platform for educational practice, which may require more systematic implementation to provide stable learning results. (ii) There is no statistically significant difference in Iraqi students’ grammar and vocabulary writing performance prior to and after YouTube and Telegram usage at a 0.05 level of significance.