Relevant bibliographies by topics / WhatsApp in EFL

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'WhatsApp in EFL'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "WhatsApp in EFL"

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Hussein Hakeem Barzani, Sami, and Fouad Rashid Omar. "WhatsApp-Mediated Vocabulary Learning: A Study of Kurdish EFL Learners." Arab World English Journal 15, no. 4 (2024): 364–76. https://doi.org/10.24093/awej/vol15no4.23.

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Mobile-assisted language learning technologies, such as WhatsApp, have gained scholarly attention for their capacity to facilitate language acquisition through flexible and interactive digital platforms. This study investigates the effectiveness of WhatsApp as a medium for vocabulary instruction among Kurdish EFL learners, focusing on its impact on vocabulary development, learner attitudes, and potential differences in outcomes based on gender. The research design involved a sample of 60 Kurdish EFL learners divided into two equal groups: an experimental group that used WhatsApp to receive voc
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Khan, Mohammad Owais, Mohd Nazim, and Ali Abbas Falah Alzubi. "WhatsApp as a Useful Tool to Strengthen EFL Learners’ Academic Writing Creativity: Exploring Students’ and Teachers' Voices." International Journal of Religion 5, no. 3 (2024): 311–21. http://dx.doi.org/10.61707/0qett619.

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The research initiatives have often delved into the challenges of academic writing creativity, particularly among English as a Foreign Language (EFL) learners. Even though studies have investigated the creativity in writing across different contexts including integrating technology through social media platforms; there remains a dearth of research to explore WhatsApp’s usefulness in improving EFL learners’ writing creativity particularly Arabic speakers’ context. Therefore, the present study attempts to discover WhatsApp as a useful tool to strengthen EFL learners’ academic writing creativity
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Alghamdy, Rashed Zannan. "The Impact of Mobile Language Learning (WhatsApp) on EFL Context: Outcomes and Perceptions." International Journal of English Linguistics 9, no. 2 (2019): 128. http://dx.doi.org/10.5539/ijel.v9n2p128.

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Seeking to identify the impact of mobile language learning (WhatsApp) on the achievements of EFL learners, a quasi-experimental design study was applied at Al-Baha University in Saudi Arabia. This study examines the impact of mobile language learning in enhancing EFL students’ English skills ability when learning English as a foreign language context. 
 
 Particularly, the study intends to investigate the impact of mobile language learning (WhatsApp) in comparison to traditional learning in learning English skills on the achievement of EFL learners. Thus, the participants i
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Tanashur, Panji, Dedi Aprianto, Sutarman, and Lela Rahmawati. "The Use of WhatsApp in English Writing Activities: A Correlational Study of the Use of WhatsApp and the Writing Performance." SALEE: Study of Applied Linguistics and English Education 5, no. 2 (2024): 447–64. http://dx.doi.org/10.35961/salee.v5i2.1369.

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There are differences of opinion arising from the results of research on the use of WhatsApp in ELT. The results revealed that the use of WhatsApp software contributed positively to the development of English writing proficiency, and the other results considered that the use of WhatsApp has many weaknesses and difficulties in writing and other language instructions. This controversy allowed the researcher to conduct research aimed at finding out whether there was a correlation between the use of WhatsApp as a tool in writing activities and EFL student writing performance and to find out how cl
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Tri Amanda, Yuli, Rina Herlina, and Ratnawati Ratnawati. "THE ANALYSIS OF POLITENESS STRATEGIES ON EFL STUDENTS’ CHATTING GROUP INTERACTIONS." Journal of English Education Program (JEEP) 8, no. 2 (2021): 129. http://dx.doi.org/10.25157/(jeep).v8i2.6429.

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This paper reported the analysis of the practice of politeness strategies used in WhatsApp group chatting interactions among EFL students. Intermediate level of English Education Program in one of private universities in West Java was employed because they are assumed to interact in WhatsApp group chatting. Furthermore, two research questions were formulated such as follows: 1) what kinds of politeness strategies do EFL students apply in WhatsApp chatting group interactions? and 2) what is the most dominant politeness strategy realized in EFL students’ chatting group interactions? This study u
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Mujayanah, Sri, Nirwanto Maruf, and Slamet Asari. "WHATSAPP USE ON READING COMPREHENSION: EXPLORING THE IMPACT AMONG EFL LEARNERS." English Review: Journal of English Education 11, no. 2 (2023): 391–404. http://dx.doi.org/10.25134/erjee.v11i2.7712.

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The study aimed to explore the impact of WhatsApp use on reading comprehension among English as a Foreign Language (EFL) learners in Indonesia. Results from the questionnaire showed that a majority of the participants used WhatsApp for reading activities often or very often, with new articles, fiction or literature, and non-fiction books being the most common types of reading materials accessed. The majority of EFL learners spent 1-2 hours on WhatsApp for reading activities, and cited convenience and accessibility as the main reasons for using the platform. The results also showed a significan
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Almogheerah, Ameera. "Exploring the Effect of Using WhatsApp on Saudi Female EFL Students' Idiom-Learning." Arab World English Journal 11, no. 4 (2020): 328–50. http://dx.doi.org/10.24093/awej/vol11no4.22.

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The study aimed at investigating the effect of using WhatsApp-based learning activities on developing idiom knowledge among Saudi university English as a foreign language (EFL) students compared to conventional method. It also examined the students’ perceptions towards the application of WhatsApp in idiom-learning. The rationale for conducting this study is to provide students with useful learning tools that may improve their idiomatic knowledge and also help them to practice English idioms anytime and anywhere outside the classroom. It also aimed to help teachers to streamline EFL instruction
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Khurram, Shugufta, Sarala Thulasi Palpanadan, and Zulfiquar Ali Chachar. "Analyzing the contribution of WhatsApp in enhancing English writing skills among undergraduate English as a Foreign Language (EFL) learners: A systematic review." Forum for Linguistic Studies 6, no. 2 (2024): 1174. http://dx.doi.org/10.59400/fls.v6i2.1174.

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Social media is becoming a more active and accessible medium for learners all around the world to acquire the English language. A growing body of study is examining how people learn and use language in the digital age, and one such area of study is social media-based English language learning. This systematic review of the literature aims to provide an overview of social media, specifically WhatsApp, as a tool for learning English writing skills in existing literature. This review maps the experiences of learners with learning outcomes related to writing skills as they relate to WhatsApp. To e
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Retnaningsih, Woro, Yunika Triana, and Arif Nugroho. "Unpacking the Effect of Flipped Learning to Enhance EFL Learners’ Sociopragmatics Knowledge: Speech Acts of Refusals in Focus." Journal of English Teaching and Learning Issues 7, no. 2 (2024): 169. https://doi.org/10.21043/jetli.v7i2.22842.

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Although previous studies have acknowledged the significant effect of flipped classrooms in language learning, few research has concerned about its potential impact on EFL learners’ sociopragmatics knowledge. The present study aims to examine the promising role of flipped learning assisted by WhatsApp applications (i.e., WhatsApp-integrated flipped learning) in enhancing EFL learners’ appropriate use of refusals in English. Another objective is to examine EFL learners’ perception of the WhatsApp-integrated flipped learning activity in facilitating the learning process. This study employed a qu
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Owais Khan, Mohammad, Mohd Nazim, and Ali Abbas Falah Alzubi. "An Examination of EFL Undergraduates’ Writing Error Types and Frequency in WhatsApp Chat Messaging: Exploring Key Factors." Qubahan Academic Journal 4, no. 2 (2024): 47–58. http://dx.doi.org/10.48161/qaj.v4n2a386.

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English as a Foreign Language (EFL) undergraduates' writing has consistently attracted the attention of educational stakeholders, notably teachers. Studies have been conducted to address writing challenges in various contexts, including social media platforms. However, rare research is available to examine the specific types and frequency of writing errors committed by EFL undergraduates while using WhatsApp, particularly in the context of Najran University. Therefore, the current study aimed to examine the types of errors and their frequency that EFL students commit in WhatsApp chat messages.
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Dissertations / Theses on the topic "WhatsApp in EFL"

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Bagherbeigi, Vahid. "The impact of computer-mediated communication on EFL learners' oral performance." Thesis, 2019. http://hdl.handle.net/1828/11174.

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Since the advent of the Internet as a means of communication, more and more people have been using electronic media for a variety of purposes including interpersonal communication, sending and receiving information as well as language learning purposes. Therefore, a line of research in this area seems necessary to gain a better understanding of various aspects involved in this topic and identify its possible advantages. To this end, the present study was an attempt to investigate the effectiveness of an online messaging application, namely WhatsApp Messenger, which is an example of computer-me
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Books on the topic "WhatsApp in EFL"

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Hidalgo Pallares, José. Chat grupal. USFQ PRESS, 2023. https://doi.org/10.18272/usfqpress.m49.

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Chat grupal es la tercera novela del autor José Hidalgo Pallares. La forma de narrar los sucesos es tremendamente original, ya que, a través de varias conversaciones de WhatsApp el lector se entera de las peripecias y avatares que atraviesan 5 amigos, que se conocen desde el colegio. A propósito de la reunión de los 25 años de graduados Jaime, Juan José, Daniela, Miguel y Francisco relatan desencuentros, recuerdos, vivencias y situaciones complejas que son los últimos de la generación X. A través de los diálogos, los personajes revelan algunas reflexiones, ocurrencias y discusiones polémicas q
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Plaza Martín, Francisco José. Manual de Criptografía: Fundamentos matemáticos de la Criptografía para un estudiante de Grado. Ediciones Universidad de Salamanca, 2021. http://dx.doi.org/10.14201/0dd0169.

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Detrás de la comunicación cifrada de WhatsApp, del DNI electrónico y de los protocolos de navegación seguros https:// encontramos la criptografía. Este libro, concebido como un manual, pretende ser una introducción a los fundamentos matemáticos sobre los que se apoya la criptografía moderna y está orientado a estudiantes universitarios tanto de matemáticas y física como de informática e ingeniería. El texto presenta aspectos teóricos de forma accesible y los ilustra y complementa con ejercicios y algoritmos que pueden ser programados fácilmente. Entender la base matemática subyacente a la crip
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Book chapters on the topic "WhatsApp in EFL"

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Martínez, Dunia, and Christine Appel. "Emotional and social engagement of teenager and young adult students of EFL using MIM (Mobile Instant Messaging)." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1468.

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Mobile Instant Messaging (MIM) applications have come into focus as potential tools to improve English language instruction, and teachers can engage more students from different backgrounds in English as a Foreign Language (EFL) classes thanks to MIM apps’ distinctive features, like WhatsApp. Most of the reported studies on the use of WhatsApp in the teaching of foreign languages were performed in university or adult learning environments. The present study explores how social and emotional engagement manifest themselves in a popular instant messaging application group (WhatsApp) used by teena
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Martínez, Dunia, and Christine Appel. "Hooked to WhatsApp. Can we take advantage of it?" In CALL for widening participation: short papers from EUROCALL 2020. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1190.

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The implementation of technology in the classroom has allowed language teachers to promote and adopt student-centred approaches. Mobile Instant Messaging (MIM) applications are on the frontline as one of the most widely used social networking platforms holding great potential for language learning and teaching. This preliminary study tries to understand if Spanish teenagers and young adults who study English as a Foreign Language (EFL) consider MIM as a significant learning platform that can help improve and support their language learning skills. The survey target participants were 22 student
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Ahmed, Rashad Ali. "Learner-Initiated Language Learning Through Social Media Sites (SMSs)." In Research Anthology on Applying Social Networking Strategies to Classrooms and Libraries. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-7123-4.ch012.

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Social media sites have become an essential part of communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their uses and perceived benefits of using social media sites in English beyond formal education. The study came up with a conclusion that Yemeni EFL learners were actively participating in social media sites and
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Ahmed, Rashad Ali. "Learner-Initiated Language Learning Through Social Media Sites (SMSs)." In Advances in Linguistics and Communication Studies. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2116-8.ch004.

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Social media sites have become an essential part of communication and interaction all over the globe. They have also offered numerous opportunities to language learners across geographic borders, paralleled by a new research interest in their potential. The present study joins this relatively new line of research as it adds data from a sample of Yemeni English language learners about their uses and perceived benefits of using social media sites in English beyond formal education. The study came up with a conclusion that Yemeni EFL learners were actively participating in social media sites and
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Espinoza-Celi, Verónica, Cristina Morocho Pintado, and Eva Ulehlova. "Use of Twitter for improving reading comprehension skills." In Transforming education for a changing world. Adaya Press, 2018. http://dx.doi.org/10.58909/ad18743641.

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Technology in educational field was implemented by the use of social networks such as Twitter, Facebook, LinkedIn, Flickr or Whatsapp, which have been used to improve different language skills (acquisition of second foreign language). The aim of this research is to foster reading comprehension skill through the use of Twitter in EFL (English as a foreign language) classroom. Fifty participants (N=50) were involved in this experimental research; they all were enrolled in the Reading and Writing I class. In addition, both quantitative and qualitative approaches were used in order to obtain and a
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López, María Cristina Lorente. "Asistencia jurídica a través de Whatsapp." In El futuro de la abogacía ante la transformación digital y las necesidades de la era postcovid. Dykinson, 2022. http://dx.doi.org/10.2307/j.ctv2zp4v58.3.

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Olarte Merchán, José Luis, Katherine Isabel Soto Ascanio, María Camila Amaya Badillo, and Wilfred Smith Torres Gutiérrez de Piñeres. "Capítulo 3: El comercio electrónico y su incidencia en el desarrollo empresarial de Aguachica - Cesar - Colombia durante pandemia COVID-19." In Una mirada a las ciencias desde la investigación. Fondo Editorial de la Universidad Nacional Experimental Sur del Lago, Jesús María Semprum (UNESUR), 2024. https://doi.org/10.59899/mir-cien-c3.

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Este proyecto analiza el crecimiento del comercio electrónico en Aguachica, Cesar, durante la pandemia de COVID-19, destacando los sectores más favorecidos y las estrategias que impulsaron este desarrollo. A través de estudios observacionales y matrices analíticas como la BCG y la EFE, se busca entender el impacto del comercio en la región. Se identificaron los sectores más beneficiados, como restaurantes, pastelerías, y almacenes, siendo las redes sociales (WhatsApp, Facebook e Instagram) los canales predominantes para las transacciones. La matriz EFE evaluó los factores externos del comercio
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Meyran-Martínez, Céline, Jorge Bacca-Acosta, and Josef Buchner. "Technology-Enhanced Education of English in Ubiquitous Context." In Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8852-9.ch012.

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This chapter deals with the evolution of research in English language education linked to applied technologies, under the ubiquitous paradigm, over the past 60 years (1960-2021). Descriptive (authors, articles, citations) and relational (co-words, co-citation, co-author) bibliometric indicators are used to trawl a database of 5219 documents from Scopus. Bibliometrix R package, biblioshiny, and VOSviewer analysis are handled to draw the trends of this area around the world. The findings demonstrate that main topics passed from ESL to technology education to the technology integration for learni
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"Emoticonos y cortesía en los mensajes de WhatsApp en España." In El español en la red. Vervuert Verlagsgesellschaft, 2017. http://dx.doi.org/10.31819/9783954877386-012.

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Guede, José Ramón Sarmiento. "Whatsapp como herramienta de comunicación mediada electrónicamente en la enseñanza superior." In El uso de las tecnologías en la innovación docente. Dykinson, 2020. http://dx.doi.org/10.2307/j.ctv103x9s5.14.

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Conference papers on the topic "WhatsApp in EFL"

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Eppendi, Jhoni, and Nofvia De Vega. "Addressing EFL Paper-Based Assignment Into WhatsApp." In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.064.

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Sari Purba, Melita, and Sri Setyarini. "Mobile Learning through WhatsApp: EFL Students’ Perceptions." In ICETC'20: 2020 12th International Conference on Education Technology and Computers. ACM, 2020. http://dx.doi.org/10.1145/3436756.3437016.

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Yilmaz Bulguru, Hacer. "let’s get in touch vıa whatsapp: a study on university students’ perceptions on whatsapp in efl classes." In International Academic Conference on Teaching, Learning and Education. Global, 2019. http://dx.doi.org/10.33422/tleconf.2019.09.575.

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Sugianto, Ahmad, Ilham Agung Prasetyo, Devi Andriyani, and Eva Nurdiana. "Feedback in a Mediated WhatsApp Online Learning: A Case of Indonesian EFL Postgraduate Students." In 2021 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS). IEEE, 2021. http://dx.doi.org/10.1109/icimcis53775.2021.9699143.

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Kenjayeva, Diana. "THE EFFECTIVENESS OF SOCIAL MEDIA PLATFORMS IN ENHANCING ORAL COMMUNICATION SKILLS." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/aaig5640.

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The article advocates for the utmost need for integrating social media applications in EFL classrooms as part of Mobile Assisted Language Learning by highlighting the benefits they holdspecifically in terms of developing speaking skills. The primary goal of the approach being discussed is not to integrate social media use into modern classrooms for the sole sake of using but instead, some of the possible, previously investigated appliances of social media platforms such as Telegram, Instagram, Facebook, and WhatsApp are specified and their role in honing speaking aspect.
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Hasibuan, Amrin, Sri Setyarini, and Pupung Purnawarman. "Students’ Voices on the Teaching of Higher Order Thinking Skills Through WhatsApp-mediated EFL Online Discussion." In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210427.003.

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Reports on the topic "WhatsApp in EFL"

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Guzmán Paredes, Yomaira, and Francy Yaneth Patiño Martínez. WhatsApp como evidencia probatoria en Colombia. Ediciones Universidad Cooperativa de Colombia, 2024. https://doi.org/10.16925/gclc.58.

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A través de esta lectura crítica, las autoras mostrarán cómo la evidencia digital de los mensajes de WhatsApp y distintos medios digitales como redes sociales pueden ser soporte de evidencia digital en un proceso de auditoría. La auditoría ha evolucionado con el auge y desarrollo de los computadores y sistemas de información, dando apertura a la auditoría de sistemas, la cual requiere de expertos en informática forense, auditoría y peritos forenses. Las Cortes judiciales en Colombia han aceptado que las evidencias digitales (WhatsApp) sean tenidas en cuentas como material probatorio en proceso
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Fondevila-Gascón, JF, J. Marqués-Pascual, P. Mir-Bernal, and M. Polo-López. Usos del WhatsApp en el estudiante universitario español. Pros y contras. Revista Latina de Comunicación Social, 2019. http://dx.doi.org/10.4185/rlcs-2019-1332.

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Palomo, B., and J. Sedano. WhatsApp como herramienta de verificación de fake news. El caso de B de Bulo. Revista Latina de Comunicación Social, 2018. http://dx.doi.org/10.4185/rlcs-2018-1312.

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Näslund-Hadley, Emma, Juan Manuel Hernández Agramonte, María Luisa Zeta, et al. Abierta configuration options Hablemos de Política Educativa 9: la participación de los padres en el desarrollo de la primera infancia y la educación preescolar durante la pandemia de COVID-19: evidencia para América Latina y el Caribe. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003924.

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Cuidadores de niños pequeños en Colombia, Costa Rica, El Salvador y Perú (62,837 hogares) participaron en una encuesta sobre el uso de los programas oficiales de aprendizaje desde el hogar durante la era de la pandemia. La nota presenta datos (desglosados por grupo socioeconómico y ubicación geográfica) sobre el uso de los recursos de aprendizaje, incluidas las lecciones asincrónicas y sincrónicas, las comunicaciones de los docentes mediante mensajes de texto o WhatsApp, llamadas telefónicas o videollamadas, así como materiales impresos.
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De Marco, Sergio, Claudia Piras, Erica Fields, Christofer Boyer, Rachel Leher, and Andrew Morrison. Hablemos entre patas: nueva evidencia sobre la prevención de la violencia de género. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013163.

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Hablemos Entre Patas es un programa de prevención de la violencia de pareja dirigido a hombres que emplea WhatsApp para promover comportamientos y actitudes positivas en sus relaciones de pareja. Durante un periodo de 30 días, y bajo la guía de un facilitador, los participantes trabajan con una serie de recursos que incluyen tareas e historias reales, diseñados para desarrollar habilidades que fomenten una comunicación efectiva, un mejor manejo de emociones, una sexualidad saludable y el consentimiento en las relaciones sexuales.
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Rubio-Codina, Marta, and Florencia Lopez Boo. Lecciones aprendidas del diseño y la implementación de modalidades virtuales e híbridas de los servicios de atención a la primera infancia. Banco Interamericano de Desarrollo, 2022. http://dx.doi.org/10.18235/0004409.

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Este reporte analiza en detalle los variados esfuerzos de atención híbridos a la primera infancia que se diseñaron, adaptaron, implementaron y/o evaluaron con el apoyo técnico y financiero del Banco Interamericano de Desarrollo (BID) en seis países de América Latina y el Caribe (Brasil, Colombia, Ecuador, Jamaica, Panamá y Uruguay) en respuesta a la pandemia, así como los hallazgos y aprendizajes de su implementación. Si bien los métodos empleados y la información recabada son heterogéneos, ofrecen en su conjunto un panorama relativamente completo de su implementación. Encontramos que: (i) las
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