In recent years, collaborative learning is commonly used in higher intuitions. One of the modes of collaborative learning is exploiting mobile phones specifically instant messaging to foster new possibilities for achieving more effective and attractive learning activities. Even though mobile phones have become valuable collaborative learning tools, but their substantial contributions to collaborative learning are still insufficient. The current study collated and correlated 40 journal articles published between 2015 and 2017 on mobile instant messaging as a collaborative tool in language learning at higher intuitions. A systematic review was conducted to investigate the effectiveness of mobile instant messaging as a collaborative tool for language learning. Numerous issues, such as exploration of the application, the research methods, participants, intervention duration, teaching method, collaborative learning strategies, impacts, and challenges were addressed. The outcomes revealed that mobile instant messaging improved student and lecturer collaboration, created effective distant learning opportunities, and increased students’ participation. Further, the results also provided insights on future research and practice such as recommendations on how to appropriately employ mobile phones specifically instant messaging in facilitating language learning. Additionally, some studies suggested the collaborative learning activities administered through mobile instant messaging should be planned carefully to guide students to experience more effective collaborative learning.

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Vocabulary is the backbone and prominent feature in language acquisition. Limited vocabulary causes a major breakdown in both written and oral communication which inflicts inefficiency among Malaysian students despite being exposed to the vocabulary for more or less than 11 years. In order to tackle students’ eagerness to acquire vocabulary, teachers are to be creative and aware of the current changes in the teaching and learning process. The mushrooming of technologies including mobile phones has provided students with learning mobility in recent years and has a great influence in the education field. The use of instant messaging mobile applications has become an epidemic among generation Z (Gen-Z). The current study attempts to explore the effect of WhatsApp in assisting tertiary level students to learn vocabulary. A quasi – experimental study was employed which lasted for six weeks with the participation of Psychology students from a private educational institution. The participants were given a vocabulary pre-test before receiving vocabulary instruction via WhatsApp. Later, they sat for a post-vocabulary test. The t-test results indicated that WhatsApp had a significant effect on assisting students to learn vocabulary. It is clear that WhatsApp has a wide range of possibilities in class that needs further exploration.