Research Article
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Year 2019, Volume: 6 Issue: 2, 352 - 365, 13.12.2019
https://doi.org/10.33200/ijcer.599138

Abstract

References

  • Aburezeq, I. M., & Ishtaiwa, F. F. (2013). The impact of WhatsApp on interaction in an Arabic language teaching course. International Journal of Arts & Sciences, 6(3), 165-180.
  • Ahmed, S. T. S. (2019). Chat and learn: Effectiveness of using Whatsapp as a pedagogical tool to enhance EFL learners’ reading and writing skills. International Journal of English Language and Literature Studies, 8(2), 61-68. https://doi.org/10.34050/els-jish.v2i2.6419
  • Alghamdy, R. Z. (2019). The impact of mobile language learning (WhatsApp) on EFL context: Outcomes and perceptions. International Journal of English Linguistics, 9(2), 128-135. https://doi.org/10.5539/ijel.v9n2p128
  • Al-Hamad, R. F., Al-Jamal, D. A. H., & Bataineh, R. F. (2019). The effect of MALL instruction on teens' writing performance. Digital Education Review , 35, 289-298.
  • Allagui, B. (2014). Writing through WhatsApp: An evaluation of students’ writing performance. International Journal of Mobile Learning and Organization, 8(3/4), 216-231. https://doi.org/10.1504/IJMLO.2014.067022
  • Alsaleem, B. I. A. (2013). The effect of "WhatsApp" electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi students. Arab World English Journal, 4(3), 213-225.
  • Alzubi, A. A., & Kaur, M. S. (2018). The impact of social strategies through smartphones on the Saudi learners’ socio-cultural autonomy in EFL reading context. International Electronic Journal of Elementary Education, 11(1), 31-40. https://doi.org/10.26822/iejee.2018143958
  • Amry, A. B. (2014). The impact of Whatsapp mobile social learning on the achievement and attitudes of female students compared with face to face learning in the classroom. European Scientific Journal, 10(22), 116-136.
  • Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System, 62, 63–76. http://dx.doi.org/10.1016/j.system.2016.07.004
  • Andújar-Vaca, A., & Cruz-Martínez, M. S. (2017). Mobile instant messaging: Whatsapp and its potential to develop oral skills. Media Education Research Journal, 25(50), 43-52. https://doi.org/10.3916/C50-2017-04
  • Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on learning and retention of collocation knowledge among Iranian EFL learners. Advances in Language and Literary Studies,7(5), 112–127. https://doi.org/10.7575/aiac.alls.v.7n.5p.112
  • Avci, H., & Adiguzel, T. (2017). A case study on mobile-blended collaborative learning in an English as a foreign language (EFL) Context. International Review of Research in Open and Distributed Learning, 18(7). 44-58. https://doi.org/10.28945/2051
  • Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Journal of Cogent Education, 3, 1-25. http://dx.doi.org/10.1080/2331186X.2016.1264173
  • Baffour-Awuah, E. (2015). Institutional case-based study on the effect of research methods on project work in the curriculum of mechanical engineering programmes in Ghanaian polytechnics. Journal of Education and Practice, 6, 20–32.
  • Basal, A., Yilmaz, S., Tanriverdi, A., & Sari, L. (2016). Effectiveness of mobile applications in vocabulary teaching. Contemporary Educational Technology, 7, 47–59.
  • Bataineh, R. F., Al-Hamad, R. F., & Al-Jamal, D. A. (2018). Gender and EFL writing: Does WhatsApp make a difference? Teaching English with Technology, 18(2), 21-33.
  • Bataineh, R. B., Baniabdelrahman, A. A., & Khalaf, K. M. B. (2018). The effect of e-mail and WhatsApp on Jordanian EFL learners' paraphrasing and summarizing skills. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(3), 131-148.
  • Beetham, H., & Sharpe, R. (2013). An introduction to rethinking pedagogy. In H. Beetham, & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning. London: Routledge.
  • Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal, 9(1), 23-38. https://dx.doi.org/10.24093/awej/vol9no1.2 Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
  • Bouhnik, D., & Deshen, M. (2014). Whatsapp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217-231. https://doi.org/10.28945/2051
  • Bozoglan, H., & Gok, D. (2017) Effect of mobile-assisted dialect awareness training on the dialect attitudes of prospective English language teachers, Journal of Multilingual and Multicultural Development, 38(9), 772-787, https://doi.org/10.1080/01434632.2016.1260572
  • British Council (2013). Turkey national needs assessment of state school English language teaching. Retrieved from https://www.britishcouncil.org.tr/sites/default/files/turkey_national_needs_assessment_ of_state_school_english_language_teaching.pdf
  • Bull, S., & Reid, E. (2004). Individualised revision material for use on a handheld computer. In J. Attewell &, C. Savill-Smith (Eds.), Learning with mobile devices: Research and development (pp. 35-42). London, UK: Learning Skills and Development Agency.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. Retrieved from https://www.coe.int/en/web/common-european-framework-reference-languages.
  • Çetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. J Comput Assist Learn, 34, 504–514. https:// doi.org/10.1111/jcal.12255
  • Dewi, S. R. (2019). Utilizing WhatsApp application for teachıng integrated English (a case study at Unıversity of Technology Yogyakarta). Refleksi Edukatika : Jurnal Ilmiah Kependidikan, 9(2), 164-171.
  • Fageeh, A. (2013). Effects of MALL applications on vocabulary acquisition and motivation. Arab World English Journal, 4(4), 420–447
  • Fattah, S. F. E. S. A. (2015). The effectiveness of using WhatsApp messenger as one of mobile learning techniques to develop students’ writing skills. Journal of Education and Practice. 6(32), 115-127.
  • Fauzi, I., & Angkasawati, P. (2019). The use of listenıng logs through Whatsapp in improving listening comprehension of EFL students. JOALL (Journal of Applied Linguistics and Literature), 4(1), 13-26. https://doi.org/10.33369/joall.v4i1.6773
  • Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008-2011. British Journal of Educational Technology 43(5), 783-801. https://doi.org/10.1111/j.1467-8535.2012.01357.x
  • Gourova, E., Asenova, A., & Dulev, P. (2013). Integrated platform for mobile learning, In D. Sampson, P. Isaias, J. M. Spector., & D. Ifenthaler (eds.), Ubiquitous and mobile learning in the digital age (pp. 67-92). New York: Springer Science+Business Media. https://doi.org/10.1007/978-1-4614-3329-3_5
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What’s up with WhatsApp? A Critical Analysis of Mobile Instant Messaging Research in Language Learning

Year 2019, Volume: 6 Issue: 2, 352 - 365, 13.12.2019
https://doi.org/10.33200/ijcer.599138

Abstract



This paper is devoted to exploring the way how the mobile
instant messaging WhatsApp is deployed to enhance the learning of a second or
foreign language. Therefore, this study set out to investigate the empirical
studies related to WhatsApp and language learning published in peer-reviewed
journals. Thirty-seven studies were selected after a four-phase article
identification procedure and a systematic review was conducted to investigate the
effectiveness of WhatsApp on language learning. The analysis focused on the
keywords, sample sizes, participants, data sets, duration, and language
learning benefits of the studies. The results have shown that WhatsApp has been
used diversely in language learning. The studies found evidence that WhatsApp
can be used to improve the four language skills (i.e. reading, listening,
writing, and speaking), integrated language skills, and vocabulary. Moreover,
WhatsApp was found to be effective in increasing motivation and language
attitudes, fostering learner autonomy, increasing interaction, and lowering
language anxiety. The study also provided future research directions and recommendations
for practice concerning how to appropriately employ mobile instant messaging in
language learning.




References

  • Aburezeq, I. M., & Ishtaiwa, F. F. (2013). The impact of WhatsApp on interaction in an Arabic language teaching course. International Journal of Arts & Sciences, 6(3), 165-180.
  • Ahmed, S. T. S. (2019). Chat and learn: Effectiveness of using Whatsapp as a pedagogical tool to enhance EFL learners’ reading and writing skills. International Journal of English Language and Literature Studies, 8(2), 61-68. https://doi.org/10.34050/els-jish.v2i2.6419
  • Alghamdy, R. Z. (2019). The impact of mobile language learning (WhatsApp) on EFL context: Outcomes and perceptions. International Journal of English Linguistics, 9(2), 128-135. https://doi.org/10.5539/ijel.v9n2p128
  • Al-Hamad, R. F., Al-Jamal, D. A. H., & Bataineh, R. F. (2019). The effect of MALL instruction on teens' writing performance. Digital Education Review , 35, 289-298.
  • Allagui, B. (2014). Writing through WhatsApp: An evaluation of students’ writing performance. International Journal of Mobile Learning and Organization, 8(3/4), 216-231. https://doi.org/10.1504/IJMLO.2014.067022
  • Alsaleem, B. I. A. (2013). The effect of "WhatsApp" electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi students. Arab World English Journal, 4(3), 213-225.
  • Alzubi, A. A., & Kaur, M. S. (2018). The impact of social strategies through smartphones on the Saudi learners’ socio-cultural autonomy in EFL reading context. International Electronic Journal of Elementary Education, 11(1), 31-40. https://doi.org/10.26822/iejee.2018143958
  • Amry, A. B. (2014). The impact of Whatsapp mobile social learning on the achievement and attitudes of female students compared with face to face learning in the classroom. European Scientific Journal, 10(22), 116-136.
  • Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System, 62, 63–76. http://dx.doi.org/10.1016/j.system.2016.07.004
  • Andújar-Vaca, A., & Cruz-Martínez, M. S. (2017). Mobile instant messaging: Whatsapp and its potential to develop oral skills. Media Education Research Journal, 25(50), 43-52. https://doi.org/10.3916/C50-2017-04
  • Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on learning and retention of collocation knowledge among Iranian EFL learners. Advances in Language and Literary Studies,7(5), 112–127. https://doi.org/10.7575/aiac.alls.v.7n.5p.112
  • Avci, H., & Adiguzel, T. (2017). A case study on mobile-blended collaborative learning in an English as a foreign language (EFL) Context. International Review of Research in Open and Distributed Learning, 18(7). 44-58. https://doi.org/10.28945/2051
  • Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Journal of Cogent Education, 3, 1-25. http://dx.doi.org/10.1080/2331186X.2016.1264173
  • Baffour-Awuah, E. (2015). Institutional case-based study on the effect of research methods on project work in the curriculum of mechanical engineering programmes in Ghanaian polytechnics. Journal of Education and Practice, 6, 20–32.
  • Basal, A., Yilmaz, S., Tanriverdi, A., & Sari, L. (2016). Effectiveness of mobile applications in vocabulary teaching. Contemporary Educational Technology, 7, 47–59.
  • Bataineh, R. F., Al-Hamad, R. F., & Al-Jamal, D. A. (2018). Gender and EFL writing: Does WhatsApp make a difference? Teaching English with Technology, 18(2), 21-33.
  • Bataineh, R. B., Baniabdelrahman, A. A., & Khalaf, K. M. B. (2018). The effect of e-mail and WhatsApp on Jordanian EFL learners' paraphrasing and summarizing skills. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(3), 131-148.
  • Beetham, H., & Sharpe, R. (2013). An introduction to rethinking pedagogy. In H. Beetham, & R. Sharpe (Eds.), Rethinking pedagogy for a digital age: Designing for 21st century learning. London: Routledge.
  • Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal, 9(1), 23-38. https://dx.doi.org/10.24093/awej/vol9no1.2 Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
  • Bouhnik, D., & Deshen, M. (2014). Whatsapp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217-231. https://doi.org/10.28945/2051
  • Bozoglan, H., & Gok, D. (2017) Effect of mobile-assisted dialect awareness training on the dialect attitudes of prospective English language teachers, Journal of Multilingual and Multicultural Development, 38(9), 772-787, https://doi.org/10.1080/01434632.2016.1260572
  • British Council (2013). Turkey national needs assessment of state school English language teaching. Retrieved from https://www.britishcouncil.org.tr/sites/default/files/turkey_national_needs_assessment_ of_state_school_english_language_teaching.pdf
  • Bull, S., & Reid, E. (2004). Individualised revision material for use on a handheld computer. In J. Attewell &, C. Savill-Smith (Eds.), Learning with mobile devices: Research and development (pp. 35-42). London, UK: Learning Skills and Development Agency.
  • Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. Retrieved from https://www.coe.int/en/web/common-european-framework-reference-languages.
  • Çetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. J Comput Assist Learn, 34, 504–514. https:// doi.org/10.1111/jcal.12255
  • Dewi, S. R. (2019). Utilizing WhatsApp application for teachıng integrated English (a case study at Unıversity of Technology Yogyakarta). Refleksi Edukatika : Jurnal Ilmiah Kependidikan, 9(2), 164-171.
  • Fageeh, A. (2013). Effects of MALL applications on vocabulary acquisition and motivation. Arab World English Journal, 4(4), 420–447
  • Fattah, S. F. E. S. A. (2015). The effectiveness of using WhatsApp messenger as one of mobile learning techniques to develop students’ writing skills. Journal of Education and Practice. 6(32), 115-127.
  • Fauzi, I., & Angkasawati, P. (2019). The use of listenıng logs through Whatsapp in improving listening comprehension of EFL students. JOALL (Journal of Applied Linguistics and Literature), 4(1), 13-26. https://doi.org/10.33369/joall.v4i1.6773
  • Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008-2011. British Journal of Educational Technology 43(5), 783-801. https://doi.org/10.1111/j.1467-8535.2012.01357.x
  • Gourova, E., Asenova, A., & Dulev, P. (2013). Integrated platform for mobile learning, In D. Sampson, P. Isaias, J. M. Spector., & D. Ifenthaler (eds.), Ubiquitous and mobile learning in the digital age (pp. 67-92). New York: Springer Science+Business Media. https://doi.org/10.1007/978-1-4614-3329-3_5
  • Graves, M. F. (2000). A vocabulary program to complement and bolster a middle grade comprehension program. In B. M. Taylor, M. F. Graves, & P. van den Broek (Eds.), Reading for meaning: Fostering comprehension in the middle grades (pp. 116-135). New York: Teachers College Press.
  • Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist Education and Learning Research Journal, 12, 29-50. https://doi.org/10.26817/16925777.243
  • Hattem, D., & Lomicka, L. (2016). What the tweets say: A critical analysis of Twitter research in language learning from 2009 to 2016. E-learning and Digital Media, 13(1-2), 5-23. https://doi.org/10.1177/2042753016672350
  • Hazaea, A. N., & Alzubi, A. A. (2016). The effectiveness of using mobile on EFL learners’ reading practices in Najran University. English Language Teaching, 9(5), 8-21. https://doi.org/10.5539/elt.v9n5p8
  • Hazaea, A., & Alzubi, A. (2018). Impact of mobile assisted language learning on learner autonomy in EFL reading context. Journal of Language and Education, 4(2), 48-58. https://doi.org/10.17323/2411-7390-2018-4-2-48-58
  • Hine, N., Rentoul, R., & Specht, M. (2004). Collaboration and roles in remote field trips. In J. Attewell & C. Savill-Smith (Eds.), Learning with mobile devices: Research and development (pp. 69-72). London, UK: Learning Skills and Development Agency.
  • Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.
  • Jacobs, G. M., & Farrell, T. S. C. (2013). Understanding and implementing the CLT (Communicative Language Teaching) paradigm. RELC Journal, 34(1), 5-30. https://doi.org/10.1177/003368820303400102
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There are 77 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Galip Kartal 0000-0003-4656-2108

Publication Date December 13, 2019
Published in Issue Year 2019 Volume: 6 Issue: 2

Cite

APA Kartal, G. (2019). What’s up with WhatsApp? A Critical Analysis of Mobile Instant Messaging Research in Language Learning. International Journal of Contemporary Educational Research, 6(2), 352-365. https://doi.org/10.33200/ijcer.599138

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