Using Whatsapp to Give Feedback For Speaking Skill

Yıl 2024, Cilt: 8 Sayı: 2, 60 - 72, 30.12.2024

Eda Tekin , Muhammed Eyyüp Sallabaş

https://doi.org/10.51726/jlr.1475130

Öz

This study was conducted using a mixed method research to examine the effects of mobile-assisted feedback in teaching Turkish as a foreign language. In the study, WhatsApp application was used to provide oral and written feedback on students’ grammar, pronunciation, and vocabulary errors. A total of 16 task-oriented speaking activities were given to 12 students over a period of six weeks and the students were asked to share these recordings individually via WhatsApp. At the end of the process, students’ satisfaction with mobile-assisted feedback was measured using a five-point Likert scale to collect quantitative data. In addition, semi-structured interviews were conducted to collect qualitative data, and students’ positive and negative experiences with this method were analyzed in detail. The research findings show that mobile-assisted feedback significantly contributes to the development of students’ speaking skills and that this approach increases satisfaction in the language learning process. The study suggests that social communication applications, especially with their capacity to provide individual and instant feedback, can be used as an effective tool in foreign language teaching.

Anahtar Kelimeler

mobile-assisted feedback, Whatsapp, speaking skill, foreign language teaching

Etik Beyan

Yıldız Teknik Üniversitesi Rektörlüğü Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulu’nun 26/11/2021 tarih ve 2021.11 toplantı sayılı kararı ile, çalışmada kullanılacak veri toplama araçlarına ilişkin bilgilerde etiğe aykırı herhangi bir bulguya rastlanmamıştır

Kaynakça

• Akkara, S., Anumula, V., & Mallampalli, M. (2020). Impact of Whatsapp interaction on improving L2 speaking skills. International Journal of Emerging Technologies in Learning (iJET), 15(3), 250-259.
• Alemi, M., Sarab, M. R. A., & Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile-assisted language learning. International Education Studies, 5(6), 99–109.
• Allagui, B. (2014). Writing through WhatsApp: An evaluation of students' writing performance. International Journal of Mobile Learning and Organisation, 8(3–4), 216–231.
• Alshammari, R., Parkes, M., & Adlington, R. (2017). Using WhatsApp in EFL instruction with Saudi Arabian university students. Arab World English Journal, 8(4), 68–84.
• Andújar-Vaca, A., & Cruz-Martínez, M. S. (2017). Mobile instant messaging: WhatsApp and its potential to develop oral skills. Comunicar: Revista Científica de Comunicación y Educación, 25(50), 43–52.
• Attewell, J. (2005). Mobile technologies and learning. Learning and Skills Development Agency, 2(4), 44–75.
• Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal, 9(1), 23–38.
• Binti Mistar, I., & Embi, M. A. (2016). Students’ perception on the use of WhatsApp as a learning tool in ESL classrooms. Journal of Education and Social Sciences, 4(6), 96–104.
• Brown, A. V. (2009). Students' and teachers' perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93(1), 46–60.
• Budianto, L., & Yudhi, A. (2021). Utilizing WhatsApp-driven learning during COVID-19 outbreak: EFL users’ perceptions and practices. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 264-281.
• Bush, J. C. (2021). Using screencasting to give feedback for academic writing. Innovation in Language Learning and Teaching, 15(5), 473-486.
• Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning. Language learning & technology, 10(1), 9-16.
• Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Sage Publications.
• Davis, A. (2003). Teachers' and students' beliefs regarding aspects of language learning. Evaluation & Research in Education, 17(4), 207-222.
• Derakhshan, A., & Kaivanpanah, S. (2011). The impact of text-messaging on EFL freshmen’s vocabulary learning. European Association for Computer Assisted Language Learning, 39, 47-56.
• 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.
• Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago: Aldine.
• Hamad, M. M. (2017). Using WhatsApp to Enhance Students' Learning of English Language" Experience to Share". Higher Education Studies, 7(4), 74-87.
• Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist: Education and Learning Research Journal, (12), 29-50.
• Hossain, M. (2018). Exploiting smartphones and apps for language learning: A case study with the EFL learners in a Bangladeshi university. Review of Public Administration and Management, 6(1), 1–5.
• Huwari, I. F., Darawsheh, S. R., Al-Shaar, A. S., & Alshurideh, H. (2023). The effectiveness of mobile phones applications in learning English vocabularies. In The effect of information technology on business and marketing intelligence systems (pp. 473–488). Cham: Springer International Publishing.
• Jafari, S., & Chalak, A. (2016). The role of WhatsApp in teaching vocabulary to Iranian EFL learners at junior high school. English Language Teaching, 9(8), 85-92.
• Ismaili, J., & Ibrahimi, E. H. O. (2017). Mobile learning as alternative to assistive technology devices for special needs students. Education and Information technologies, 22(3), 883-899.
• Karakas, A., & Kartal, G. (2020). Pre-service language teachers' autonomous language learning with web 2.0 tools and mobile applications. International Journal of Curriculum and Instruction, 12(1), 51-79.
• 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.
• Kessler, G. (2018). Technology and the future of language teaching. Foreign language annals, 51(1), 205-218.
• Kohnke, L. (2020). Exploring learner perception, experience and motivation of using a mobile app in L2 vocabulary acquisition. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(1), 15-26.
• Kukulska-Hulme, A., & Shield, L. (2007). An overview of mobile assisted language learning: Can mobile devices support collaborative practice in speaking and listening. ReCALL, 20(3), 1- 20.
• Kukulska-Hulme, A. & Viberg, O. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218.
• Li, Z., & Hegelheimer, V. (2013). Mobile-assisted grammar exercises: Effects on self-editing in L2 writing. Language Learning & Technology, 17(3), 135-156.
• Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515–525.
• Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in second language acquisition, 19(1), 37-66.
• Mackay, J., Andria, M., Tragant, E., & Pinyana, À. (2021). WhatsApp as part of an EFL programme: Participation and interaction. ELT Journal, 75(4), 418-431.
• Minalla, A. A. (2018). The effect of WhatsApp chat group in enhancing EFL learners' verbal interaction outside classroom contexts. English Language Teaching, 11(3), 1–7.
• Oksuz-Zerey, M. (2021). Perceived benefits of WhatsApp voice messaging: Investigating EFL students’ experiences. European Journal of English Language Teaching, 6(3).
• Pikhart, M., & Al-Obaydi, L. H. (2023). Potential pitfalls of online foreign language teaching from the perspective of university teachers. Heliyon, 9(2).
• Plana, M. G. C., Escofet, M. I. G., Figueras, I. T., Gimeno, A., Appel, C., & Hopkins, J. (2013). Improving learners’ reading skills through instant short messages: A sample study using WhatsApp. WorldCALL: Sustainability and computer-assisted language learning, 80-84.
• Salih, A. H. (2019). Effects of mobile assisted language learning on developing listening skill to the department of English students in college of education for women at Al Iraqia University. European Journal of Language and Literature, 5(1), 31-38.
• Terzioğlu, Y., & Kurt, M. (2022). Elevating English language learners’ speaking fluency and listening skill through a learning management system. SAGE Open, 12(2).
• Tragant, E., Pinyana, À., Mackay, J., & Andria, M. (2022). Extending language learning beyond the EFL classroom through WhatsApp. Computer Assisted Language Learning, 35(8), 1946-1974.
• Xu, Q., Dong, X., & Jiang, L. (2017). EFL learners' perceptions of mobile-assisted feedback on oral production. TESOL Quarterly, 51(2), 408–417.
• Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30(3-4), 173-182.
• Weissheimer, J., Caldas, V., & Marques, F. (2018). Using WhatsApp to develop L2 oral production. Revista Leitura, 1(60), 21-38.
• Wu, J. G., & Miller, L. (2020). Improving English learners’ speaking through mobile-assisted peer feedback. RELC journal, 51(1), 168-178.