Abstract:
Abstract Previous studies have indicated inconsistencies in utilizing the mobile application known as
WhatsApp in academic vocabulary learning. This study attempts to overcome those inconsistencies by
addressing three research aims, namely a) to examine any significant difference of employing
vocabulary learning between using WhatsApp-based reporting and receiving on the one hand, and
traditional-based reporting and receiving strategies on the other; (b) to determine the best predictor of
vocabulary learning, and (c) to draw learners’ attitudes among the four types of strategies. A mixed
randomized experimental type of research with pre-test and post-test design as well as survey design
has been consecutively applied for these purposes. The results of the study reveal that English Academic
Purposes (EAP) learners who expand their academic vocabulary using WhatsApp-based reporting
activities achieve better having been exposed to these three different treatments. Learners’ endeavours
to find out the mixed Indonesian-English vocabulary definitions by themselves, followed by reporting
these to their teacher using WhatsApp turn out to be the best vocabulary learning predictor. Learners’
attitudes observed in this cohort also show positive responses. Since the aspect of familiarity with
academic vocabulary learning is not incorporated into this study, future researchers may find filling up this lacuna worth pursuing.
Keywords: WhatsApp-based reporting; receiving activities; academic vocabulary; EAP learner
