Abstract Ignoring technology in teaching English language in EFL contexts persuaded the researchers to do this study. In fact, this research looked at how Saudi Arabian EFL learners' academic achievement (AA), creativity, and academic buoyancy (AB) were affected by vocabulary acquisition with and without the use of technology. Fifty intermediate EFL students were chosen based on the convenience sampling method to accomplish this goal, and they were split into two groups: control and experimental. Subsequently, the three questionnaires were given out to evaluate the participants' AB, AA, and creativity before the treatment. Next, utilizing the WhatsApp application to teach new words to the experimental group (EG) and the control group using the conventional technique, the research completed a 16-session treatment. At the end of the course, the post-tests for the AB, AA, and creativity for both groups were administered. The results of this research revealed that on three post-tests, the EG outperformed the control group. In other words, the technology-based treatment helped the EG to develop their AA, AB, and creativity. There are implications for English teachers, students, researchers, and other stakeholders from the current study. The implications of this research can encourage EFL teachers to incorporate technology into their English classes.
Al-majd et al. (Mon,) studied this question.