Messaging tools such as SMS are effective tools for foreign language learning. While many quasi-experimental studies confirm efficacy and positive student attitudes towards these types of tools, little is known about existing teaching practices that utilize messaging tools in tertiary contexts, or the attitudes of students or instructors towards them. This qualitative study investigates the use of WhatsApp, one popular messaging application, in teaching English as a Foreign Language (EFL) through examining the attitudes of Preparatory Year students and faculty members at a university in the central-north of Saudi Arabia. Thematic analysis of focus group interviews indicated that WhatsApp is used in EFL instruction for information exchange, language learning support, and language practice. This is achieved through teacher-directed learning, peer learning, and autonomous learning instructional strategies. Thematic analysis also identified the affordances and affective outcomes of using WhatsApp. Student and faculty attitudes towards WhatsApp were positive although some faculty members expressed reservations towards its use. It is argued that applications such as WhatsApp should be leveraged to encourage autonomous and peer learning, repositioning instructors as facilitators, and to develop learning communities. However, increasing the informal, anywhere-anytime learning supported by mobile learning must be tempered with guidelines for students regarding faculty contact hours and response times to allay faculty fears and encourage greater student autonomy.

No abstract

Messaging tools such as SMS are effective tools for foreign language learning. While many quasi-experimental studies confirm efficacy and positive student attitudes towards these types of tools, little is known about existing teaching practices that utilize messaging tools in tertiary contexts, or the attitudes of students or instructors towards them. This qualitative study investigates the use of WhatsApp, one popular messaging application, in teaching English as a Foreign Language (EFL) through examining the attitudes of Preparatory Year students and faculty members at a university in the central-north of Saudi Arabia. Thematic analysis of focus group interviews indicated that WhatsApp is used in EFL instruction for information exchange, language learning support, and language practice. This is achieved through teacher-directed learning, peer learning, and autonomous learning instructional strategies. Thematic analysis also identified the affordances and affective outcomes of using WhatsApp. Student and faculty attitudes towards WhatsApp were positive although some faculty members expressed reservations towards its use. It is argued that applications such as WhatsApp should be leveraged to encourage autonomous and peer learning, repositioning instructors as facilitators, and to develop learning communities. However, increasing the informal, anywhere-anytime learning supported by mobile learning must be tempered with guidelines for students regarding faculty contact hours and response times to allay faculty fears and encourage greater student autonomy.

The value of mobile devices for English Foreign Language (EFL) learning in tertiary contexts is well established. Most students own mobile devices making their use in EFL teaching a valid option. However, little is known about the factors influencing student skills and attitudes towards using mobile devices, which are important to understand when using them as a learning tool. The present study surveyed Preparatory Year students about their mobile devices skills and attitudes for EFL learning at a university in Saudi Arabia. Results demonstrated mobile device ubiquity and popularity, and a preference for mobile devices over computers for EFL learning amongst students. Student age, Preparatory Year path and level of English studied did not significantly influence student level of mobile device skills, attitudes towards using mobile devices in EFL learning, or future intention to use mobile devices in EFL learning. Place of residence (urban or rural) however, was shown to influence mobile device skills, attitudes towards using mobile devices in English language learning, and future intention to use mobile devices in English Language learning. While the majority of students at the study site are device ready, willing and able to engage in mobile technology-mediated EFL learning, there still remains the need to bridge skill and attitudinal gaps amongst students in order for mobile devices to be used to their full potential.

This paper has presented an analysis of the perceptions and actions of five Information Communication Technology (ICT) Education lecturers, at the University of New England (UNE), concerning issues associated with the online teaching to students in rural and remote areas. The authors reflect upon the strategies that support these models and discuss how these may in turn provide students with firsthand experiences to develop transferable skills and knowledge to create their own motivating and engaging online learning activities and environments. Key words: Rural education, online teaching, online engagement