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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 vocabulary instruction and a control group that received traditional classroom instruction. The study results indicate that the experimental group significantly outperformed the control group on vocabulary tests, suggesting that WhatsApp can be an effective tool for teaching vocabulary to Kurdish EFL learners. Additionally, the results showed that using WhatsApp improved the learners’ motivation and engagement in vocabulary learning. This research underscores WhatsApp’s potential to enhance vocabulary acquisition in EFL contexts, highlighting its functionality and learner appeal.
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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 from students and teachers’ perspectives. This study, through descriptive survey research method and a set of instruments: a questionnaire and semi-structured interview, was applied to a sample of (N=50) undergraduate students and (N=20) teachers. According to finding, students opined a ‘high’ perception that WhatsApp significantly enhance their writing creativity in terms of spelling, punctuation, capitalization, and grammar, whereas teachers do not see much advantage of WhatsApp in improving students' academic writing creativity. Also, the participant role (student, teacher) affected views about the usefulness of WhatsApp in enhancing writing creativity, and thus the responses were different based on the participation role. Additionally, the content analysis revealed the challenges encountered by the learners when using WhatsApp as a tool to strengthen their writing creativity. Based on the study findings, suggestions, recommendations, and implications are presented.
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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 in this study included 48 male learners, aged 18–22 years, preparatory year at Al-Baha University.
 
 The results highlighted that there are significant differences between the mean scores of the EFL learners who were taught English in the Mobile language learning (WhatsApp), and those who were taught English by using the traditional learning (the control group) in the post-test. This difference was in favour of the experimental group. However, the findings revealed that are not statistically significant differences between the EFL learners in the experimental classes and the students in the control groups in their English achievement test score at the pre-test.
 
 Furthermore, the results of this research revealed that most EFL learners claimed that they were enthusiastic to join English lessons through WhatsApp groups and expressed the belief that working in a WhatsApp group can boost their motivation and their academic results. Also, most EFL learners highlighted that using mobile language learning method (WhatsApp) enabled them to increase their social skills, confidence, while helping them to create positive relationships with their colleagues and the teacher.
 
 However, there were some obstacles and barriers to join WhatsApp learning groups, such as lack of access to the internet and lack of tendency to share and participate in the WhatsApp group.
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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 close the relationship between the two variables is. The statistical correlation from Pearson Product Moment revealed that the correlation of the independent variable (X) with the dependent variable (Y) showed a sig. value of 0.000 < 0.05, and the correlation rate was very strong with a correlation coefficient (r = 0.832), along with the hypothesis tested showing Ho: ?1 ? 0. This study shows a very strong correlation between the use of WhatsApp as a tool in English writing activities and writing performance. WhatsApp interventions into ELT in the form of group WhatsApp and individual WhatsApp’s text message interactions have contributed to EFL students’ writing skills as the correlation of two variables goes parallel. The more students do the writing activity through WhatsApp, the higher the writing achievement they acquire.
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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 utilized descriptive qualitative study to analyze and interpret the realization of politeness strategy used by the EFL students in WhatsApp chatting group interactions. The results revealed that the students used four politeness strategy types. They were bald on-record, positive politeness strategy, negative politeness strategy, and bald off-record. Then, the most dominant type of politeness strategy in WhatsApp chatting group interactions was positive politeness strategy (47.1%). Based on the results, it was concluded that the EFL students used the entire types of the politeness strategy in the interactions of group chatting in which positive politeness strategy were used the most frequently by the students. Keywords: Teaching speaking, Team Game Tourna
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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 significant number of EFL learners believed that using WhatsApp had improved their reading comprehension skills, although some participants did not find it to be an effective tool. The most commonly cited advantage of using WhatsApp for reading activities was convenience and accessibility, followed by engagement with peers and opportunities for discussion and exchange of ideas. Meanwhile, the most commonly cited disadvantage was distraction from other conversation or notifications, limited access to a wide range of reading materials, and lack of interaction with the teacher or tutor. The results also indicated that the majority of EFL learners improved their reading comprehension skills over time when using WhatsApp for reading activities, with a focus on reading texts or materials, participating in group discussions, and completing reading comprehension exercises. The study results provide valuable insights into the impact of WhatsApp use on reading comprehension among EFL learners and could help identify areas for improvement in utilizing the platform for reading activities.
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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, making it more efficient, effective, and user-friendly. As such, the main research questions are what is the effect of WhatsApp-based learning activities on developing university female EFL students? and what are Saudi female EFL students’ perceptions on learning idioms using WhatsApp?. To answer these questions, 70 EFL female students in the Department of English Language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) involved in the study. They were assigned into two groups; experimental group, who was taught English idioms via WhatsApp-based learning activities, and control group, who was taught English idioms conventionally in classroom. Two instruments were used to collect the data; a pre-post idioms achievement test and a post-study questionnaire. The findings demonstrated that the experimental group significantly outperformed the control group in idioms achievement post-test. Moreover, the results showed that the majority of the experimental group had a positive perception towards learning English idioms via WhatsApp.
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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 examine the literature that was accessible for the study, a systematic review was conducted. This systematic review complies with the statement of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The review procedure included a thorough search of electronic databases like Web of Science, Google Scholar, Science Direct, and Scopus. The research articles, which were published between 2013 and 2022 were included in the search. The purpose of this systematic research is to investigate WhatsApp Messenger’s potential to help undergraduate EFL learners improve their writing skills. The review gives a summary of the body of research on the use of WhatsApp for writing instruction, including studies examining the app’s possible benefits for undergraduate EFL learners’ writing skills. Out of n = 90 research studies n = 20 research studies met the inclusion criteria for this systematic review. Among all those 20 studies, researchers adopted (n = 13; 65%) quantitative research methodology. According to the results of this systematic review, WhatsApp gained popularity among researchers in 2019 and 2021, and at that time, there were more studies conducted. The country-wise context of the research studies revealed that Saudi Arabia (n = 4; 20%) has made a significant contribution to the body of studies in which it was discovered that WhatsApp is a highly useful learning tool for improving the writing abilities of undergraduate EFL learners. Future research should explore WhatsApp’s impact on enhancing English writing skills among undergraduate EFL learners, considering diverse contexts and instructional strategies. Educators are encouraged to integrate WhatsApp for group projects, create engaging online environments, and continuously assess teaching methods. Additionally, research could investigate educators’ perspectives on WhatsApp-based approaches and explore the role of other social media tools, like Instagram, YouTube, and Facebook, in enhancing various English language skills.
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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 quasi-experimental with pre-test and post-test design of experimental and control groups. The experimental group (N=36) was taught in a WhatsApp-integrated flipped learning, while the control group (N=36) was enrolled in a similar class but did not experience the use of any digital platform. The intervention was conducted in eight meetings, including the process of data collection using Discourse Completion Tests, semi-structured interviews, and a TAM questionnaire. The results revealed that WhatsApp-integrated flipped learning was proven as an effective strategy to enhance EFL learners’ speech acts of refusals, indicated by a significant difference in the post-test scores of the experimental group compared to the control group. They showed positive acceptance toward the use of the WhatsApp application to facilitate flipped classrooms for teaching sociopragmatics. In addition, the semi-structured interview further disclosed that the learners positively perceived WhatsApp-integrated flipped learning activity. Implications for English language teaching and suggestions for future research are further discussed.
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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. Following a descriptive research design, this study used WhatsApp chat messaging samples and conducted semi-structured interviews with a sample of 40 English undergraduates. The content analysis of students' chat messages on WhatsApp indicated errors in spelling, verb tense, capitalization, noun number, and punctuation. Among these, the most frequent error was spelling. Additionally, the analysis of semi-structured interviews identified factors responsible for these errors, including excessive dependence on abbreviations and shortcuts, lack of familiarity with formal and informal communication, inadequate attention to grammar standards, limited exposure and practice with English language writing conventions, unfamiliarity with the formatting choices in WhatsApp, and interruptions from notifications and other conversations. Based on the findings, suggestions and recommendations are presented to address the writing issues of EFL undergraduates.
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Sari, Angela Bayu Pertama. "WhatsApp-Based Speaking Test in EFL Context." Journal of English Language Studies 5, no. 2 (2020): 175. http://dx.doi.org/10.30870/jels.v5i2.8289.
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Minalla, Amir Abdalla. "The Effect of WhatsApp Chat Group in Enhancing EFL Learners’ Verbal Interaction outside Classroom Contexts." English Language Teaching 11, no. 3 (2018): 1. http://dx.doi.org/10.5539/elt.v11n3p1.
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This study was mainly conducted to examine the possibility of utilizing ‘WhatsApp Group’ in enhancing EFL learners’ verbal interaction. To do this experimental and descriptive methods were used to achieve the objective of this study. A questionnaire and pre- and post- test were adopted as tools for data collection. Samples of two groups (experimental & control) were randomly selected. The results were analyzed with SPSS. Both groups were taught the same content using the traditional way integrated with WhatsApp Chat groups via text message as communicative platforms for practicing outside classroom contexts for what have been taught in the traditional class. However, the participants of experimental group were restrictively interacted via voice messages while the participants of control group were only interacted via text messages. The analysis of the data revealed that the participants who underwent the voice messages on WhattsApp treatment significantly outperformed those who underwent in text messages on WhatsApp. Hence, utilizing voice messages on WhatsApp chat group can be recommended as an efficient technique in enhancing EFL learners’ verbal interactions outside classroom contexts. Because EFL traditional classroom is no longer more appropriate in offering sufficient opportunities for EFL learners’ verbal interaction.
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Soler Costa, Rebeca, and Turgay Han. "THE EFFECT OF USING A MOBILE APPLICATION ON EFL LEARNERS’ BELIEFS ABOUT LANGUAGE LEARNING (BALL)." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (2017): 229. http://dx.doi.org/10.17060/ijodaep.2017.n1.v2.935.
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Abstract.This qualitative case study aimed to examine the effects of using a mobile application (WhatsApp) on on Turkish EFL learners’ BALL. This study demonstrates that following 4-week WhatsApp EFL classes changed 40 Turkish EFL learners’ BALL. Open-ended questions and a focus group interview were used to collect the data. The findings showed that students’ opinions towards using such mobile devices and applications in classrooms are positive and they changed their BALL. It is implicated that such applications can help students to develop positive attitudes toward learning EFL.Keywords: mobile application, health, qualitative study, education.
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Raha, Yassine, Walid Mima, and Benmhamed Mohamed. "Exploring Moroccan EFL Teachers' Engagement in a WhatsApp Professional Development Group: Benefits and Concerns." International Journal of Linguistics and Translation Studies 4, no. 4 (2023): 46–60. http://dx.doi.org/10.36892/ijlts.v4i4.378.
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This study explores the involvement of Moroccan EFL teachers in a WhatsApp group called "Professional Development" and their perceptions of online communities, particularly WhatsApp, concerning their professional development. Through a combination of WhatsApp group observation and semi-structured interviews, 20 EFL teachers from diverse locations across Morocco were engaged. The data collected were analyzed thematically. The findings reveal that WhatsApp serves as a valuable platform for teachers to access teaching materials such as tests, quizzes, PDF books, and official circulars from the Ministry of Education. Additionally, 71.4% of the participants emphasize the significance of virtual communities for their professional development. However, 28.6% of the teachers express concerns about WhatsApp being a waste of time due to the sharing of irrelevant content and chaotic discussions that divert the group from its primary purpose.
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Savitri, Ketut Andita Rai. "Effective Strategy in Writing with WhatsApp in EFL Context." International Journal of English Education and Linguistics (IJoEEL) 4, no. 2 (2022): 81–88. http://dx.doi.org/10.33650/ijoeel.v4i2.4840.
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The implementation of 21st century learning in the world help teachers and students interact even remotely with the use of IT, 21st century learning focuses on the use of IT during their learning process IT relates to the use of technology during learning activites, technology is flexible can access it anytime and anywhere. Teachers and students are required to learn how to use IT so the learning activities will run smoothly. IT facilitates learning activities, teachers can send material to students through applications, one of the applications is WhatsApp. Various learning activities can be done on WhatsApp. Nowadays, students’ interests with writing are very low, not all of students interest with writing. By the use of WhatsApp can help to improving students’ writing skill, the teacher should know what students like and give students interesting materials that can increase students’ writing skill, students can explore their knowledge by write the materials on WhatsApp and also students can exchange ideas with other students and also the teachers about the materials. In addition, the use of WhatsApp has advantage, the advantage is teachers and students can do the learning activities with no time limit. The use of WhatsApp can supported by mobile assisted language learning (MALL). This study used descriptive qualitative approach.This study aimed to find out the implementation of WhatsApp application during learning activities. The subject of this study was EFL teacher. The data develop by giving information about the effective strategy in writing using WhatsApp in EFL context.
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Minalla, Amir Abdalla. "Enhancing EFL Learners’ Verbal Communication Engagement Through WhatsApp Chat Group’s Voice Messages Using Referential and Display Questions." Journal of Language Teaching and Research 13, no. 6 (2022): 1351–56. http://dx.doi.org/10.17507/jltr.1306.24.
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Despite significant attempts to raise verbal communicative skills in the Arab world, the verbal production of English-language EFL learners still falls short of expectations. By employing display and referential questions to start a conversation in WhatsApp chat groups, this study aims to expand verbal communication outside of academic settings. The participants in two WhatsApp chat groups (Groups "A" and "B") using voice messages were exposed to the same learning material as part of an integrated activity for the traditional classroom. On the basis of the various question types used by each group, the performance of the two groups was then statistically assessed. Comparing the verbal responses of group (A) using display questions to group (B) using referential questions, the data revealed a considerable improvement. It is clear that EFL beginners interact more naturally with question types about which they already have information or experience. In contrast to asking referential questions, the display question format verbally encouraged EFL beginners to participate. Because the traditional EFL classroom is no longer appropriate for providing enough opportunities for EFL learners' verbal interaction, using display questions on WhatsApp chat groups through voice messages can be advised as an effective technique to improve EFL beginners' verbal interactions outside of classroom contexts.
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Arifani, Yudhi. "The application of small group and individual flipped model with WhatsApp to foster EFL learners’ cohesive writing skill." Library Hi Tech News 36, no. 4 (2019): 10–12. http://dx.doi.org/10.1108/lhtn-12-2018-0075.
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Purpose The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small group writing activities compared with individual flipped instruction model through WhatsApp with individual writing activities. Design/methodology/approach A quasi-experimental study with a nonequivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The small group was treated using small group flipped instruction model through WhatsApp with small group writing activities, and an individual class was exposed to individual group flipped instruction model through WhatsApp with individual writing activities as well. The instrument of this study was a writing test. Findings The findings revealed that the mean score from the small group flipped instruction model through WhatsApp with small group writing activities at 66.17 was higher than the mean score individual flipped model via WhatsApp with individual writing activities at50.19 with a level of significance < 0.05. He meant that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. The results suggested small group flipped teaching–learning cohesion with WhatsApp in writing served as one of the alternatives flipped group discussion to improve learners’ cohesion in writing. Originality/value Flipped classroom innovation has attracted English language teaching researchers’ attention to scrutinize its effectiveness. This inquiry, therefore, elaborated the effect off-lipping individual and small group classroom instruction with WhatsApp on EFL learners’ cohesion as part of EFL writing skills.
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Lestari, Kenny, and Langgeng Budianto. "The Experiences of EFL Teachers Teaching English Skills and Contents in the Midst of Covid-19 Pandemic." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 12, no. 1 (2022): 100. http://dx.doi.org/10.26714/lensa.12.1.2022.100-112.
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The major purpose of this research was to obtain the voices of EFL senior teachers regarding the use of the WhatsApp- group tool. The researchers applied a qualitative method design by practicing two instruments: semi-structured interview and indirect observation. The case study design was undertaken by engaging two EFL senior teachers who actively implemented the WhatsApp group tool in the learning process in the midst of the outbreak of COVID-19. Four designs of qualitative frameworks were convenience aspect (ease of use) and usefulness aspect (Interaction and motivation), educational aspect, and technical aspect was simultaneously utilized to draw their experience in teaching English skills and content courses. The result of research discussions declared that the EFL teachers claimed the different voices toward the utilizing WhatsApp-group tool. Grammar lecturers claimed that this digital tool is a learning management system, integrating the tools for educational aims, and perceiving advantages in boosting the effectiveness and efficiency of the teaching and learning process. In addition, Grammar lecturers as educators emphasized to their learners that the young generation does not only learn the academic aspects but also build a good attitude, critically-thinking, social caring, and high tolerance the society. The learning strategy is well-known as the maternity reflective method. In contrast, the Prose lecturer claimed several obstacles; junk notifications, flooding irrelevant chats in the WhatsApp forum, poor signal, and consuming extra time. Furthermore, he added that interactions in the WhatsApp-group tool as supportive learning cannot boost learners to be active due to some factors. This evidence became a significant challenge in applying WhatsApp as a management teaching media. Thus, the pedagogical implication of utilizing WhatsApp- group L tool in EFL classroom should be carefully tackled to minimize the overuse of this mobile application
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Selvianah, Selvianah, Achmad Taqlidul Chair Fachruddin, and Nihla Afdaliah. "Implementation of WhatsApp Group in An EFL Classroom." LETS: Journal of Linguistics and English Teaching Studies 3, no. 1 (2021): 39–46. http://dx.doi.org/10.46870/lets.v3i1.89.
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This research aims to see the implementation of WhatsApp media in EFL Classroom. Researcher used qualitative descriptive data collection through observation to see the learning process that took place in WhatsApp group, then interviewed students and teacher, and finally documentation. Data analysis techniques in this research are data reduction, data presentation and conclusion drawing. From the research results, it can be seen that the learning process is divided into three stages, namely: 1) Planning, 2) Implementation which is divided into three stages, namely: opening, core and closing activities and 3) evaluation. In this case, students can still participate in the learning process using WhatsApp group and easily accessible, save quota and also have various features that teacher can choose to use in the learning process such as WhatsApp groups, chat messages, document files, videos or photos. In addition, there are still obstacles that faced by teacher and students such as teacher cannot observe directly, learning is not optimal, poor internet network, full cellphone memory or lack of understanding of the material.
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Fauzi, Iwan, and Putri Angkasawati. "THE USE OF LISTENING LOGS THROUGH WHATSAPP IN IMPROVING LISTENING COMPREHENSION OF EFL STUDENTS." JOALL (Journal of Applied Linguistics & Literature) 4, no. 1 (2019): 13–26. http://dx.doi.org/10.33369/joall.v4i1.6773.
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The objective of this study is to find out the effect of using listening logs through WhatsApp on listening comprehension of EFL students in the Department of English Education of Palangka Raya University. The listening comprehension of students is categorized low which hampers their proficiency in English. Then an experiment is done to improve students’ comprehension in listening skill by using listening logs through WhatsApp application on smartphones. The experiment treated in this study was to make a learning group of WhatsApp by inviting the students joining the group. The experiment was held for three weeks which practiced four aspects of listening comprehension: (1) identifying main ideas or main gists, (2) identifying supporting details, (3) identifying moods of message, and (4) developing new vocabularies. There were 40 students (24 females and 16 males) fulfilling the sample of the study taken from the second year EFL students of English study program at Palangka Raya University. The method used in this study was pre-experimental design by choosing the type of one group pretest-posttest design. The pretest and posttest evaluation results were analyzed using non-parametric test of Wilcoxon Signed-ranks by two-related samples statistical analysis to find out the significance of the experiment given. The study concludes that the practice of listening through listening logs in WhatsApp gives significant improvement in listening comprehension to EFL learners.Keywords: listening logs, WhatsApp, EFL students
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Saiful, Jepri Ali. "EFL Prospective Teacher Educators’ Beliefs towards the Use of WhatsApp in English Learning and Teaching." PAROLE: Journal of Linguistics and Education 8, no. 2 (2018): 66. http://dx.doi.org/10.14710/parole.v8i2.66-71.
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This study was aimed to investigate the beliefs of EFL prospective teacher educators towards the use of WhatsApp in English learning and teaching. This study used survey research design and the samples were 44 master students of Applied Linguistics Department who had academic degree of B.Ed in TEFL in one of state universities in Yogyakarta. This study found that EFL prospective teacher educators had favorable beliefs towards WhatsApp integration in English learning and teaching. They perceived true that the use of WhatsApp was sine qua non of increasing the learners’ English learning proficiency, motivation, autonomy, and language attitude and creating fun and enjoyable English learning atmosphere. Consequently, present English teachers should integrate WhatsApp smartphone application in English learning and teaching.
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Jem, Yosefina Helenora, Raimundus Beda, and Yustus Sentus Halum. "Efl Teachers’ Media In Teaching And Learning Process Under Covid-19 Pandemic Era." Jurnal Pendidikan dan Kebudayaan Missio 15, no. 1 (2023): 22–30. http://dx.doi.org/10.36928/jpkm.v15i1.1328.
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This study is intended to investigate how the EFL teachers in Ruteng run their English class within COVID-19 pandemic era. It focuses on the media used in teaching and learning process and their reason/s of choosing and using those media. It is significance to examine as the teaching and learning process within COVID-19 pandemic is different from conventional teaching and learning process. The study is done under qualitative research and has 30 EFL teachers of both junior and senior high schools in Ruteng, Flores, East Nusa Tenggara, Indonesia as the respondents. The data were collected by using a questionnaire and doing an interview in WhatsApp. The result shows that (1) there are six applications used by EFL teachers as their teaching media (WhatsApp, Google Classroom, Zoom, Google meet and Schoology) with the most dominant application used is WhatsApp. (2) Each EFL teacher in Ruteng uses at least two-four applications in running their online class and (3) the purpose of using those applications are to share the material, arrange task or examination, correct and give feedback to students’ work.
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Jem, Yosefina Helenora, Raimundus Beda, and Yustus Sentus Halum. "Efl Teachers’ Media In Teaching And Learning Process Under Covid-19 Pandemic Era." Jurnal Pendidikan dan Kebudayaan Missio 15, no. 1 (2023): 22–30. https://doi.org/10.36928/jpkm.v15i1.293.
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This study is intended to investigate how the EFL teachers in Ruteng run their English class within COVID-19 pandemic era. It focuses on the media used in teaching and learning process and their reason/s of choosing and using those media. It is significance to examine as the teaching and learning process within COVID-19 pandemic is different from conventional teaching and learning process. The study is done under qualitative research and has 30 EFL teachers of both junior and senior high schools in Ruteng, Flores, East Nusa Tenggara, Indonesia as the respondents. The data were collected by using a questionnaire and doing an interview in WhatsApp. The result shows that (1) there are six applications used by EFL teachers as their teaching media (WhatsApp, Google Classroom, Zoom, Google meet and Schoology) with the most dominant application used is WhatsApp. (2) Each EFL teacher in Ruteng uses at least two-four applications in running their online class and (3) the purpose of using those applications are to share the material, arrange task or examination, correct and give feedback to students’ work.
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Jem, Yosefina Helenora, Raimundus Beda, and Yustus Sentus Halum. "Efl Teachers’ Media In Teaching And Learning Process Under Covid-19 Pandemic Era." Jurnal Pendidikan dan Kebudayaan Missio 15, no. 1 (2023): 22–30. https://doi.org/10.36928/jpkm.v15i1.833.
Full textAbstract:
This study is intended to investigate how the EFL teachers in Ruteng run their English class within COVID-19 pandemic era. It focuses on the media used in teaching and learning process and their reason/s of choosing and using those media. It is significance to examine as the teaching and learning process within COVID-19 pandemic is different from conventional teaching and learning process. The study is done under qualitative research and has 30 EFL teachers of both junior and senior high schools in Ruteng, Flores, East Nusa Tenggara, Indonesia as the respondents. The data were collected by using a questionnaire and doing an interview in WhatsApp. The result shows that (1) there are six applications used by EFL teachers as their teaching media (WhatsApp, Google Classroom, Zoom, Google meet and Schoology) with the most dominant application used is WhatsApp. (2) Each EFL teacher in Ruteng uses at least two-four applications in running their online class and (3) the purpose of using those applications are to share the material, arrange task or examination, correct and give feedback to students’ work.
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Titirloloby, Piter. "The Impact of WhatsApp in EFL Class on Student's Learning Performance of Second-Grade Students of SMA Xaverius Ambon." International Journal of Engineering, Science and Information Technology 3, no. 4 (2024): 10–18. http://dx.doi.org/10.52088/ijesty.v3i4.468.
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Technology in the 21st century is valid in human social life. Almost all people all over the world use technology to complete their needs. Using the WhatsApp application on mobile phones or social media connected with a network of students in SMA Xaverius Ambon is more beneficial. This research focuses on the actual condition related to the impact of WhatsApp in EFL classes on The learning performance of second-grade students of SMA Negeri Xaverius Ambon. The researcher used a survey design to find the results of the students in the EFL Classroom perspective in using WhatsApp on students' learning performance. Fifty students' perspective answers from class A and class B of the second grade of SMA Negeri Xaverius Ambon were interviewed, and 50 questionnaires were given to students in the classroom. This research maintained that harmful purpose impacts the student's learning performance more. This research revealed that WhatsApp can be used to communicate easier and faster, providing specific and practical information and sharing knowledge among students; instead, it is acquired negatively on the performance of SMA Xaverius Ambon students. The findings of this research can be beneficial to SMA Xaverius EFL students and classroom teachers in developing WhatsApp in the teaching and learning process.
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Nihayati, Arsyada, and Lilia Indriani. "EFL STUDENTS’ PERSPECTIVE ON WHATSAPP AS MEDIA OF ONLINE TEACHING AND LEARNING IN COVID-19 PANDEMIC." Journal of Research on Language Education 2, no. 1 (2021): 44. http://dx.doi.org/10.33365/jorle.v2i1.898.
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The COVID-19 Pandemic indicated a unique challenge to the educational system. The Centers for Disease Control and Prevention recently advised doing social distancing. Many applications were developed and web-based. One of them was developed and become famous was WhatsApp. WhatsApp is one of the mobile phone applications and web-based social network that integrates with various features used to communicate with other users, ranging from education, business, and entertainment developed this social networking site. This study aimed to explore the EFL student’s perspective on WhatsApp as media on teaching and learning during this Pandemic. This paper used a qualitative descriptive method. The data was collected through questionnaire and call interview. After the research is conducted, we will find out how EFL students perspective WhatsApp as an online teaching-learning media during a pandemic.
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Albogami, Aishah, and Ghazi Algethami. "Exploring the Use of WhatsApp for Teaching Speaking to English Language Learners: A Case Study." Arab World English Journal, no. 2 (January 24, 2022): 183–201. http://dx.doi.org/10.24093/awej/covid2.12.
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Being able to speak or communicate orally is an ultimate goal for most English language learners. Thus, teaching speaking is a main component of the curriculum in most communicative-based English language classrooms. However, teachers struggle to teach speaking in English language classrooms. Two main reasons contribute to this struggle: insufficient time for speaking practice in language classrooms and students’ unwillingness to communicate due to anxiety. Asynchronous Computer-Mediated Communication (ACMC) may have the potential to provide a solution to this difficulty. A widely accessible mobile application that can provide an easily implemented ACMC tool is WhatsApp. The current case study explored the potential use of WhatsApp for teaching English speaking in an English as a Foreign Language (EFL) context. 15 Saudi EFL learners of English were recruited to participate in the present study. A mixed-method approach comprising pre and post-tests, closed-ended questionnaire, and semi-structured interviews were used to collect the data for the current study. The findings showed that using WhatsApp can have the potential for improving EFL learners’ speaking performance, increasing their motivation and attitude towards speaking, and decreasing their anxiety and fear of making mistakes when speaking. WhatsApp can provide an effective platform for teaching speaking in an EFL setting where there is a scarcity of time available for oral communication.
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Noyan, Ebru, and Zeynep Kocoglu. "Developing EFL Writing Skills through WhatsApp Dialogue Journaling." Advances in Language and Literary Studies 10, no. 2 (2019): 38. http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.38.
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The present study attempts to explore the effects of WhatsApp and Pen/Paper dialogue journal writing techniques on university students’ writing performance. 45 freshmen students from Sociology department of State University in Turkey, participated in the current study forming three homogenous groups of 15, namely WhatsApp dialogue journaling (WDJ), pen/paper dialogue journaling (Pap DJW) and the control group. The experimental groups (WDJ and Pap DJW) received 12 treatment sessions expecting students to create dialogues through dialogue journaling while the control group had no treatment except weekly class requirements. Data were collected through a pre- and post-writing test administered to all groups and an open-ended questionnaire on attitudes administered just to the experimental groups. Paired-samples T-test and one-way analysis of variance (ANOVA) were conducted to determine the differences among the three groups while a content analysis was carried out to examine the attitudes. The findings related to the pre- and post-tests of all groups indicated a significant progress in overall writing production. When considering each of writing components separately; however, the differences between the pre and post tests revealed no improvement in vocabulary competence of WhatsApp group or organization skills of control group. On the other hand, pen and paper group students made a remarkable progress in all writing components. In addition, ANOVA results showed no significant difference among the groups regarding writing overall production or any component performance. Finally, both pen and paper and WhatsApp group indicated positive attitudes and a great desire towards utilizing dialogue journaling in EFL writing classes. This study will help teachers and learners of English and researchers to find out the efficacy of target writing techniques and thus make appropriate decisions concerning EFL learning.
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Rowiyah, Siti, Nabila Humaira, and Latifah Nurfitriana. "Investigating EFL Students’ Politeness Strategies in Pedagogical WhatsApp Text Conversation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 10, no. 1 (2025): 21. https://doi.org/10.21093/ijeltal.v10i1.1831.
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The use of social media in human life recently is such normal direct interaction including in English language teaching. Politeness strategies are essential in social communication to keep convenient connections. This study aims to examine how politeness strategies are used in increasingly complex situations, combining social media and the pedagogical context of multiple members’ character, specifically in an EFL class WhatsApp group, and note any effects on students’ language acquisition. This research employs a qualitative methodology with a precisely descriptive case study procedure. The data in this study consists of the last two months’ WhatsApp group chats centered on English learning, specifically examining the usage of politeness methods as well as the results of a focused group discussion (FGD) involving six English as a Foreign Language (EFL) randomly selected students who are members of the WhatsApp group. The result shows that students use positive and negative politeness strategies during the WhatsApp conversation. It enhances their English language learning motivation, critical thinking skills, vocabulary enrichment, writing improvement, and raising awareness of English grammar skills. Therefore, applying politeness strategies in WhatsApp instructional conversations is advantageous in preventing the failure of effective communication during the learning process.
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Khan, Raja Muhammad Ishtiaq, Ashraf Ali, and Abdullah Alouraini. "Mobile Learning in Education: Inevitable Substitute during COVID-19 Era." SAGE Open 12, no. 4 (2022): 215824402211325. http://dx.doi.org/10.1177/21582440221132503.
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The incorporation of mobile phones is persistent in the development of language learning, particularly in the EFL context. The present investigation aims to determine the impact of mobile-assisted language learning (MALL) applications on developing “learners” grammar proficiency. The current study employed a quantitative research method to explore MALL-assisted feedback in a WhatsApp group during the group chat. 60 Saudi male EFL learners, randomly assigned to the control and experimental group. Participants in the Experimental group practiced grammar in WhatsApp chat, whereas the same material was sent to the control group on Blackboard. The data was gathered by administering pre and post-test of grammar proficiency. Descriptive statistics and ANCOVA were used to analyze the data. The study’s findings exhibited that WhatsApp group practice and feedback positively impacted learners’ performance.
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Ahmed, Sabri Saleh. "WhatsApp and Learn English: a Study of the Effectiveness of WhatsApp in Developing Reading and Writing Skills in English." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 2 (2019): 148–56. http://dx.doi.org/10.34050/els-jish.v2i2.6419.
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This study has examined the effectiveness of using WhatsApp, as one of mobile-assisted language learning applications, in enhancing learners’ reading and writing skills in English. Twenty EFL undergraduate students of Aden University participated in a WhatsApp English medium group with the researcher where they and the researcher chat, share news articles and comment on news articles for two months. During this period, the researcher was observing their progress and then, they were given a questionnaire to report their experience about the effectiveness of WhatsApp in developing their reading and writing skills. Findings from students’ pre-test and post-test, researcher’s observations of students’ progress and students’ responses to the questionnaire revealed that WhatsApp was very effective in developing their reading and writing skills. It helped them a lot in developing their vocabulary, grammar, reading comprehension and writing skills. The study concluded that WhatsApp English medium groups provide space for practising natural language, especially in written communication, keep students learn and practice English outside the classroom and motivate them to learn from each other. As per the findings, the study has recommended EFL teachers to use WhatsApp in their teaching of English and to motivate their students to create and join WhatsApp English medium groups as that will help them in developing students’ language proficiency through natural interaction and contextualized language use that can’t be provided by the classroom.
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Riza, Nasrul Miftahul, Mutmainnah Mustofa, and Faiz Abdillah. "THE EFL STUDENTS' PERCEPTION OF USING WHATSAPP APP GROUP DURING THE PANDEMIC SITUATION." Premise:Journal of English Education 13, no. 2 (2024): 657. http://dx.doi.org/10.24127/pj.v13i2.4584.
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WhatsApp is a mobile phone application and web-based social network that integrates various features used to communicate with other users, including education, business, and entertainment. This study aimed to investigate EFL students' perspectives on WhatsApp as a medium for teaching and learning during the pandemic. The qualitative descriptive method was used in this study. A total of 30 students from the seventh grade in SMP 13 Jember were included in this study. The questionnaire was designed with both closed-ended and open-ended questions. The Guttman Scale is the format for a closed-ended questionnaire. The open-ended questions allowed participants to freely communicate and express their views and opinions, but there were no possibilities for using WhatsApp in English classrooms during the COVID-19 pandemic. During the COVID-19 epidemic, students' attitudes toward the WhatsApp application in English classes were tested using closed-ended and open-ended questionnaires. The information was gathered using a questionnaire and a phone interview. Following the completion of the research, we will learn how EFL students perceive WhatsApp as an online teaching-learning media during a pandemic. Furthermore, the results of this study that gauged participants' perception of the use of WhatsApp in learning vocabulary show that, generally, participants have positive attitudes towards learning new vocabulary items via WhatsApp. Implications for teaching and future research are discussed.
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Hasbi, Muhamad, and Ulan Maulani. "EFL Students’ Interest and Attitude in Learning Through WhatsApp Group." Conference on English Language Teaching 1 (June 19, 2021): 91–101. http://dx.doi.org/10.24090/celti.v1.9.
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Evaluating one of the mostly used online media during this COVID-19 pandemic Indonesia namely WhatsApp, this study investigates EFL students’ interest and attitude toward learning English through WhatsApp Group as well as the influencing factors. Taking 30 university students of English Education Department at IAIN Salatiga as the subjects, this qualitative study makes use of online questionnaire and online interview to collect data. The findings show that students averagely have positive interest and positive attitude toward the use of WhatsApp group as their primary e-learning tool, with the enjoyment aspect of interest and the affective aspect of attitude being most dominant values. Meanwhile, five main influencing factors of students’ interest and attitude have been identified including (1) the teachers’ methods or strategies of online teaching (2) WhatsApp features and affordances, (3) students’ mood, (4) the network accessibility and strength, and (5) students’ personality. Furthermore, in order to enhance students’ interest and attitude, it is suggestible that teachers employ innovative and creative learning strategies, whereas the students be more
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Mukaromah, Naela Hidayatul, Sri Wui Fitriati, and Zulfa Sakhiyya. "Conversational Cohesion in Students’ WhatsApp Chat within Online EFL Learning." AMCA Journal of Science and Technology 2, no. 1 (2022): 18–23. http://dx.doi.org/10.51773/ajst.v2i1.133.
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The pandemic of COVID-19 has shifted physical learning mode into online learning. The phenomena led communication technology to assist the implementation of online learning. For some reasons, WhatsApp Messenger becomes a commonly-used technology to discuss learning materials. However, the flow of students’ conversation or discussion via WhatsApp chat rose a problem of text relation in creating meaningful conversation. The analysis of conversational cohesion, thus, needs to be taken into account. This study aims at analyzing conversational cohesion on students’ written chat in WhatsApp group within online EFL learning in Indonesia. Two series of students’ conversation in WhatsApp group became the research object. The study found that students’ written chat applied all types of cohesive devices appropriately; either grammatical or lexical cohesion. Meanwhile, the distribution of appearance for each type differs one another. Reference obtains the most occurrence in the conversation while lexical cohesion is the most rarely applied. It is highly expected that future research may pay attention to the realization of students’ conversational cohesion in any sorts of technologies as learning media for students in various educational levels or grades.
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Alqasham, Fahd H. "Exploring Saudi EFL Learners’ Agency Toward the Use of WhatsApp for English Learning at Qassim University." International Journal of Linguistics 10, no. 6 (2018): 10. http://dx.doi.org/10.5296/ijl.v10i6.13857.
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This study investigates a Saudi tertiary EFL (English as a foreign language) students’ experiences and use trajectory of WhatsApp for their out of class English learning in a longitudinal study for a 12-week semester. The study utilized agency theory (van Lier, 2004, 2008, 2010) as the analytical tool to acquire a deeper understanding of how the students’ use of WhatsApp could introduce innovative ways that could assist them to practice and collaborate in English learning outside the classroom. A mixed methods approach was adopted for data collection and included six instruments consisting of initial and post-project interviews, focus group participation, a post-project questionnaire, observations, and research log to gather data from the students’ use of WhatsApp. The participants were 25 male students who are studying in the first and second levels of the Preparatory Year Program (PYP) at the main campus of Qassim University. The study results showed that WhatsApp’s implementation demonstrated its sustainability outside the classroom for English learning as evident by the students’ continued use of WhatsApp even after the study ended by the 12th week; in fact, they continued to use it until the end of the semester (week 17). The affordances of WhatsApp allowed the students to develop autonomy, to practice what they were learning, to collaborate with each other, and to shift from being passive learners to active ones, not only in English studies but in other subjects as well. Finally, this study concludes by demonstrating the significance of interpreting the dynamic and complex nature of the innovation’s implementation process through the lens of van Lier’s agency theory from an ecological perspective. It also identifies the limitations of the study and recommends ways in which researchers could investigate the advantages of social networking in the language classroom.
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Menggo, Sebastianus, Yosefina Helenora Jem, Stanislaus Guna, and Raimundus Beda. "Watch and Practice: Effectiveness of Using WhatsApp as a Multimedia Tool in Boosting Speaking Competence during the COVID-19 Pandemic in Indonesia." International Journal of Information and Education Technology 13, no. 1 (2023): 143–50. http://dx.doi.org/10.18178/ijiet.2023.13.1.1789.
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With their audio-visual capacity, linguistic and non-linguistic content, WhatsApp group video calls appear to have great potential for encouraging EFL learners' speaking development. However, the literature has yet to establish the degree to which WhatsApp group video calls promote English learning motivation and self-efficacy, reduce English speaking anxiety, authentic self-assessment, or urge teachers and students to improve their digital literacy. Therefore, this study aims to analyze the effect of using WhatsApp group video calls to improve students' speaking skills and reveal the extent of this media's impact on student learning. The pre-/post-test, the two-group quantitative explanatory research design was undertaken, featuring one hundred and nineteen students from four classes. A test and questionnaires were used for data collection, and then data were analyzed by using SPSS 24.0. The findings reveal that WhatsApp group video calls have been helpful for increasing learners’ speaking competence during the COVID-19 pandemic and promoting students' English speaking motivation. With all these advantages in mind, this study suggests that ESL/EFL speaking instructors use WhatsApp group video calls in their distance or online English speaking classes.
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Muthmainnah, Nur, and Badi'atul Azmina. "EFL-Writing Activities Using WhatsApp Group: Students’ Perceptions during Study from Home." LET: Linguistics, Literature and English Teaching Journal 10, no. 2 (2020): 1. http://dx.doi.org/10.18592/let.v10i2.4122.
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This research aims to investigate writing activities using the WhatsApp group during the study from home amid the COVID-19 pandemic and students’ perceptions about it. It is a qualitative research, in which the data were analyzed descriptively. This research was carried out at the Sentence-Based Writing class at IAIN Salatiga, Indonesia, in April - June 2020. This research participant involved 30 students. The researchers utilized a questionnaire and documentation for data collection. After conducting the research, the results revealed various students’ perceptions. 63% of the total students possessed a positive perception toward the writing activities using the WhatsApp group, and the rest 37% of students’ preferred face-to-face meetings and perceived writing using WhatsApp group as boring, confusing, and distracting. After analyzing the WhatsApp group activities, at least five writing activities were conducted: sharing and explaining materials, discussing materials, composing sentences, editing sentences, and posting writing products. Thus, this research can definitely provide teachers with knowledge regarding students' perceptions and writing activities carried out in the WhatsApp group.
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Rinawati, Ni Kadek Ayu, and I. Nyoman Adi Jaya Putra. "Code-Switching in Online Synchronous Learning." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 2 (2021): 148. http://dx.doi.org/10.23887/jpbi.v9i2.33585.
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The Covid-19 outbreak has "forced" face-to-face teaching and learning to be entirely online. This situation also affects prospective EFL teachers in conducting teaching practicums. This study aims to analyze prospective EFL teachers using code-switching in online discussions through WhatsApp group chats. Code-switching is a popular language feature commonly used in communication. Furthermore, this research aims to identify the types of code-switching according to Poplack's theory and to find out the code-switching function based on Sert's theory. This type of research is qualitative. The subjects of this study were six prospective EFL teachers and their students. Primary data was collected from online discussions of student teachers through their WhatsApp chat groups, and then the discussions were transcribed into transcripts. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The first study's results in terms of types of code-switching revealed that all participants practiced code-switching in online teaching and learning through WhatsApp group chats. The discussion provides three types of code-switching based on Poplack's theory: tag-switching, inter-sentential switching, and intra-sentential switching. Furthermore, tag switching is often used in online discussions.
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Meylinda, Linda. "Exploring Students’ Perception on Online EFL Learning through WhatsApp Application." English Learning Innovation 4, no. 1 (2023): 12–21. http://dx.doi.org/10.22219/englie.v4i1.23622.
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The present study attempted to find out students’ perception in their learning English process through WhatsApp application. The study was conducted based on some facts that there are recently learning delivered by some teaching techniques because of Covid 19 pandemic. Due to the pandemic of Covid 19 has changed the system of education in the world, Indonesia is one of the countries that was influenced and applied distance learning system. The study was conducted in one of the private universities in Tangerang Selatan. There were 20 participants involving in this study who came from the second semester of academic year 2021-2022. To find some accurate data, the researchers collected a data through semi-structure interviews via Google Meet. The students were asked to join some learning activity such as speaking, writing, listening and reading. Then, they were interviewed about what they feel and their experiences during online learning. A qualitative study which focuses on a design narrative was used to get students’ point of view regarding learning English through WhatsApp application. The result showed that the students have a good perception of learning English using WhatsApp. The use of WhatsApp in learning English is very influential on students.
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Bani Salameh, Mohammad Yahya Ali. "WhatsApp as a Supporter Tool in Language Learning: A Study of Saudi EFL Learners’ Perceptions." World Journal of English Language 13, no. 3 (2023): 104. http://dx.doi.org/10.5430/wjel.v13n3p104.
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Technology has literally become inseparable from modern day living as it always stays with us in all places and times. Therefore, prudence demands that teachers too, make positive use of it for language learning/teaching. This study compares the impact of WhatsApp based learning activities (WBLA) with conventional activities on boosting the four language skills of Saudi EFL students. The study also investigates Saudi EFL students' perceptions on using WBLA as a tool of English language learning, motivation and autonomy. A close-ended questionnaire was developed to collect data from 100 Saudi EFL undergraduate students at Duba, University of Tabuk, the subjects of this study. The investigation showed that WBLA has a positive impact on shaping the Saudi EFL undergraduates’ perceptions to language learning. Moreover, results indicate that male learners outperformed females in all the four skills. The study, therefore, concludes that WBLA should be integrated in all EFL classes. This study establishes that novel use of technology offers effective assistance in the language classroom.
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Bensalem, Elias. "The Impact of WhatsApp on EFL students' Vocabulary Learning." Arab World English Journal 9, no. 1 (2018): 23–38. http://dx.doi.org/10.24093/awej/vol9no1.2.
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Khan, Raja Muhammad Ishtiaq, Noor Radzun, Shahzad Farooqi, Muhammad Shahbaz, and Mohammad Khan. "Learners’ Perceptions on WhatsApp Integration as a Learning Tool to Develop EFL Spoken Vocabulary." International Journal of Language Education 5, no. 2 (2021): 1. http://dx.doi.org/10.26858/ijole.v5i2.15787.
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Technology integration has a great impact on learners’ learning styles and everyday life, where various encouraging responses come across in language learning institutions through the use of mobile technology. WhatsApp application instantly transfers information in different modes. At the present time it can be effectively used as a platform to engage learners with conventional classroom setting. The present study is an attempt to investigate learners’ attitudes towards WhatsApp application and their intention for future use. 32 EFL learners were exposed to learn vocabulary by the use of WhatsApp application for a period of 6 weeks. Data were collected by using questionnaire and semi-structured interviews. The result exhibited higher levels (M= 4.4 and Mode 4.37) of the mean scores of the learners’ perception and (M= 4.3) on WhatsApp Usage attitudes. The finding of the study indicated that learners expressed positive attitudes in using WhatsApp applications for vocabulary development. The present study also suggests that the integration of WhatsApp should be fortified to learners, instructors and institutions in developing other language learning process.
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Chusnatayaini, Arina, and Siti Nafi’yah. "Using Whatsapp for Learning to Enhance Students’ Vocabulary Achievement." English Education:Journal of English Teaching and Research 9, no. 2 (2024): 198–215. https://doi.org/10.29407/jetar.v9i2.23295.
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The aims of research were to know the effectiveness of using WhatsApp to enhance students’ vocabulary achievement, and the challenges faced in implementing this technology. The design of this research followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines to ensure a structured and transparent review process.The inclusion and exclusion criteria were determined in this study.Nineteen of the one hundred chosen articles met the inclusion requirements after further evaluation.The data were synthesized to provide a comprehensive overview of WhatsApp's influence on vocabulary learning. The synthesis highlighted the benefits, challenges, and implications of using WhatsApp in the context of language learning, managing distractions, ensuring material relevance, safeguarding privacy, and employing strategic teaching methods.As WhatsApp offers a platform for individual study outside of the classroom and peer-to-peer immediate feedback, it also encourages students' motivation and involvement in the learning process. The analysis of these results demonstrates that incorporating WhatsApp into the curriculum can create an engaging and dynamic learning environment. However, in order to fully utilize this technology for learning, this study also identified a number of obstacles that must be addressed, including problems with technological access, distractions, and managing study groups.It is clear that WhatsApp has great potential as an effective educational tool in improving EFL students' vocabulary learning. Educational institutions should consider formally integrating WhatsApp into their language learning curriculum and learning activities.
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Linda, Linda, and Ida Ri'aeni. "Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students." JIKE : Jurnal Ilmu Komunikasi Efek 1, no. 2 (2018): 156–65. http://dx.doi.org/10.32534/jike.v1i2.156.
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Abstract
 
 The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies).
 Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).
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Mudra, Heri, Amirul Mukminin, Fridiyanto, et al. "EFL Learners’ Pedagogical Views on the Online Social Networks in EFL Classrooms." Journal of Language Teaching and Research 13, no. 1 (2022): 110–18. http://dx.doi.org/10.17507/jltr.1301.13.
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This present study aims to explore EFL learners’ pedagogical views towards the utilization of online social networks in EFL classrooms. It specifically elaborates the EFL learners’ preferences of online social networks for learning English. Moreover, the EFL learners’ English skills enhanced by utilizing online social networks were also investigated. Ten EFL learners participated in the qualitative study which employed observations and interviews in collecting qualitative data. The results show that the learners’ preferences include Facebook, blogs, WhatsApp, Twitter, podcasts and Instagram. The learners’ English skills improved include listening, writing, reading, and speaking. In conclusion, online social networks are not only designed for general communication among EFL learners, but also for engaging EFL learners to work collaboratively in learning English via online environments.
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Alfiansyah, Romdony, Sintha Tresnadewi, and Siti Muniroh. "Utilizing WhatsApp Group as a Medium of Lecturer-Students Interaction in EFL Classes during COVID-19 Pandemic." JoLLA: Journal of Language, Literature, and Arts 2, no. 2 (2022): 151–66. http://dx.doi.org/10.17977/um064v2i22022p151-166.
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Abstract: This study aims to investigate learners' perceptions and attitudes towards the interaction between lecturer and learners in WhatsApp groups regarding university's closure caused by the COVID-19 pandemic. This research employed a survey design, involving 60 university students who were required to complete a set of close-ended and open-ended questionnaires. The findings showed that the use of WhatsApp group discussion has benefited the students greatly to engage with their lecturer and their classmates. Around 55.17 percent of the respondents perceived the WhatsApp group discussion positively, 27.55 percent perceived mixed and 17.24 percent negatively. Generally, the respondents perceive WhatsApp group discussion as a tool for convenience, accessibility, speed and even self-confidence for classroom interaction. However, some of the respondents also reported the drawbacks of WhatsApp Group discussion, namely, the distraction during the discussion, overwhelmed by the volume of the message, and lack of speaking activities in the WhatsApp-mediated classroom. Future research which includes lecturers’ perspective is needed to further explore the phenomenon of WhatsApp Group used in EFL classrooms. Keywords: perceptions, interaction, learners, lecturers, pandemic Abstrak: Penelitian ini dikembangkan untuk menginvestigasi persepsi dan sikap mahasiswa tentang interaksi antara dosen dan mahasiswa melalui WhatsApp grup sehubungan dengan ditutupnya universitas karena pandemic COVID-19. Penelitian ini menggunakan desain survey yang melibatkan 60 pelajar dari universitas untuk menyelesaikan satu set kuisioner dengan pertanyaan terbuka dan tertutup. Hasil dari penelitian ini memperlihatkan bahwa pengunaan diskusi pada WhatsApp grup menguntungkan mahasiswa untuk sangat terikat kepada dosen dan rekan sekelas. Sekitar 55,17 persen peserta beranggapan pengunaan WhatsApp grup positif, 27,55 persen merasa bimbang dan 17,24 persen negatif. Pada umumnya, para responden beranggapan bahwa diskusi WhatsApp grup merupakan alat untuk aspek kenyamanaan, aksebilitas, kecepatan, dan bahkan kepercayaan diri untuk berinteraksi dalam kelas. Namun, beberapa responden juga menyebutkan tentang kekurangan dari diskusi dalam WhatsApp grup, yaitu gangguan selama diskusi, kewalahan dengan jumlah pesan, dan kurangnya kegiatan speaking di kelas yang dimediasi menggunakan WhatsApp. Penelitian selanjutnya yang mencakup perspektif dosen diperlukan untuk lebih mengeksplorasi fenomena WhatsApp grup yang digunakan di kelas Bahasa Inggris. Kata kunci: persepsi, interaksi, mahasiswa, dosen, pandemi
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Tungka, Novalita Fransisca, and Olviani Cipta Ningsi Tarinje. "EFL STUDENTS’ PERCEPTIONS ON THE INTEGRATION OF WHATSAPP IN A LOW-TECH LEARNING ENVIRONMENT." Jurnal Bahasa Lingua Scientia 13, no. 2 (2021): 269–88. http://dx.doi.org/10.21274/ls.2021.13.2.269-288.
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This paper explores how WhatsApp as social media is embedded into the educational practices of university students. The paper draws on an analysis of 79 questionnaires and 10 online interviews. The questionnaire survey was administered online and collected from students majoring in English Education at Universitas Sintuwu Maroso, Poso, Sulawesi Tengah. The survey was followed up by online interviews, which were meant to provide deeper understanding of the students’ experiences on the integration of WhatsApp to aid their learning practices. The discussion in this paper focuses on how students make meaning of WhatsApp integration in their formal study. The results indicate that although WhatsApp has the potential as a space for learning, the students simply valued WhatsApp as a channel for exchanging information of the courses and other practical information. Based on these results, some models of social media integration in educational practices are suggested to be applied in the context of low-tech environment.
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Tungka, Novalita Fransisca, and Olviani Cipta Ningsi Tarinje. "EFL STUDENTS’ PERCEPTIONS ON THE INTEGRATION OF WHATSAPP IN A LOW-TECH LEARNING ENVIRONMENT." Jurnal Bahasa Lingua Scientia 13, no. 2 (2021): 271–90. http://dx.doi.org/10.21274/ls.2021.13.2.271-290.
Full textAbstract:
This paper explores how WhatsApp as social media is embedded into the educational practices of university students. The paper draws on an analysis of 79 questionnaires and 10 online interviews. The questionnaire survey was administered online and collected from students majoring in English Education at Universitas Sintuwu Maroso, Poso, Sulawesi Tengah. The survey was followed up by online interviews, which were meant to provide deeper understanding of the students’ experiences on the integration of WhatsApp to aid their learning practices. The discussion in this paper focuses on how students make meaning of WhatsApp integration in their formal study. The results indicate that although WhatsApp has the potential as a space for learning, the students simply valued WhatsApp as a channel for exchanging information of the courses and other practical information. Based on these results, some models of social media integration in educational practices are suggested to be applied in the context of low-tech environment.
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Omar, Khawla H. Al, Muntaha A. AL-Momani, Murad M. Al Kayed, and Samira M. Smadi. "The Impact of WhatsApp Groups on Improving Jordanian University Students’ Vocabulary Learning." Theory and Practice in Language Studies 14, no. 10 (2024): 3306–11. http://dx.doi.org/10.17507/tpls.1410.34.
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The current study aimed at investigating the effectiveness of using WhatsApp groups to improve university students’ vocabulary learning. The study adopted a quasi-experimental research design. It consisted of 60 male and female EFL students from Ajloun College University at Al-Balqa Applied University. The participants were assigned evenly into a control group, which was taught via conventional teaching methods, and an experimental group, which was taught via a researcher-administrated WhatsApp group. The teaching material included the first three units of the curriculum specified for the English Language 1 course at Ajloun University College. The study used vocabulary pre- and post-tests. The findings of the study revealed that the experimental group members performed better than the control group in the vocabulary post-test results. The findings demonstrated the effectiveness of using the WhatsApp group method to improve vocabulary learning among undergraduate EFL students at Ajloun University College. The study concluded that using group instant messaging mobile applications significantly improves the vocabulary teaching and learning process.
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Khan, Raja Muhammad Ishtiaq, Majed Abdullah Alharbi, and Noor Raha Mohd Radzuan. "Evaluating the Effectiveness of Interactive M-Learning in Fostering EFL Vocabulary for Enhanced Speaking Proficiency." Forum for Linguistic Studies 6, no. 5 (2024): 625–36. http://dx.doi.org/10.30564/fls.v6i5.7068.
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This study aims to assess the impact of interactive vocabulary learning via WhatsApp on the speaking proficiency of English as a Foreign Language (EFL) learners in Saudi Arabia. Drawing on Krashen’s input Hypothesis and Cognitive Theories of Multimedia Learning, the research employs a quantitative approach involving sixty EFL learners from an English language foundation program. Two pre-formed elementary-level groups were randomly assigned as control and experimental groups. The findings indicate that the intervention group showed significant improvements in both vocabulary and speaking tests. To maximize WhatsApp’s effectiveness, it is recommended that content be dynamically designed to accommodate diverse learners, include both genders in future studies, and incorporate video clips and additional images to enhance vocabulary learning and speaking proficiency, with careful planning of vocabulary activities being crucial.