Exploring the Use of WhatsApp for Teaching Speaking to English Language Learners: A Case Study

Albogami, Aishah; Algethami, Ghazi

doi:10.24093/awej/covid2.12

Cited by 9 publications

(13 citation statements)

References 23 publications

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“…The studies selected for meta-analysis used qualitative, quantitative, and mixed methods to collect their respective data. These are Albogami & Algethami (2022), Alenezi & Bensalem (2022), Alamer & Al Khateeb (2021), Aljaber (2021), Jesudas & Sajeevlal (2021), Almusharraf & Khahro (2020), Basheikh (2020). Detailed information of each study is given in Table 1 below.…”

Section: Methodsmentioning

confidence: 99%

“…Second, the column dealing with the major findings of each study would give accurate information about the themes. The table shows that the themes fall roughly on three categories: learning communication skills in English (Basheikh, 2020;Albogami & Algethami, 2022;Alenezi & Bensalem, 2022), general learning purposes (Alshammari, 2020;Alamer & Al Khateeb, 2021;Aljaber, 2021), and student motivation, perception and attitude towards the use of mobile applications as learning platforms (Almusharraf & Khahro, 2020;Alamer & Al Khateeb, 2021;Jesudas & Sajeevlal, 2021;Albogami & Algethami, 2022). This grouping of research themes follows partially from the Saudi digital culture reported above regarding the use of mobile phone applications as platforms for teaching and learning, and for academic communication.…”

Section: What Are the Frequent Themes Addressed By Mall-related Resea...mentioning

confidence: 99%

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A Meta-analysis of the Literature on Mobile Assisted Language Learning in Response to COVID-19 in Saudi Arabia

Almudibry

2022

WJEL

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This study attempts a meta-analysis of research conducted in Saudi Arabia on Mobile Assisted Language Learning (MALL) related to the teaching and learning of English language in response to COVID-19 that led to the lockdown of education institutions. In this connection, a comprehensive search on Google Chrome and Google Scholar was conducted to collect data to answer the research questions and thus achieves its objectives. Fifty research articles and PhD dissertations were identified, but only seven of them met two selection criteria used in this study: the study should be conducted during or after COVID-19; and it should focus on mobile applications per se. These criteria excluded forty-two articles and PhD dissertations from selection. The studies that were not selected for meta-analysis were either review research articles or data-driven research articles that did not center upon specific mobile applications as in the case of articles that simply focused on “pronunciation applications” without naming one such application. The studies selected for meta-analysis used qualitative, quantitative, and mixed methods to collect their respective data. Positive results emerged from all the studies regarding the use of mobile applications in EFL learning in the Saudi context. This conclusion is equally true for motivation, perception and attitude studies. The results fell roughly into three major categories: the use of mobile applications in informal learning, learners’ motivation, perceptions and attitudes towards mobile phone applications as learning platforms, and the effect of mobile applications on learning style.

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Section: Methodsmentioning

confidence: 99%

Section: What Are the Frequent Themes Addressed By Mall-related Resea...mentioning

confidence: 99%

A Meta-analysis of the Literature on Mobile Assisted Language Learning in Response to COVID-19 in Saudi Arabia

Almudibry

2022

WJEL

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“…The findings are presented as below. Ghorbani & Ebadi (2020) Kakao Talk Chung & Choi (2023) Based on Table 4, a total of 18 research articles demonstrated that WhatsApp is the favoured MIM used in teaching English (Alamer et al, 2023;Albogami & Algethami, 2022;Almogheerah, 2021;Alubthane & ALYoussef, 2021;Arifani et al, 2020;Cetinkaya & Sutcu, 2019;Cetinkaya, 2020;Fitriani, 2020;Garcia-Ponce et al, 2023;Imamyartha et al, 2022;Karthika & Selvam, 2022;Makoe & Shandu , 2019;Makoza & Bagui, 2022;Martínez & Appel, 2020;Martínez & Appel, 2022;Menggo et al, 2023;Noni & Basri, 2019;Suhaimi et al, 2019). It is supported by Alamer et al (2023) that WhatsApp is indeed a great tool in helping ESL learners to learn and master all the language skills.…”

Section: Rq 1: What Are the Types Of Mobile Instant Messages Used In ...mentioning

confidence: 99%

Mobile Instant Messaging (MIM) as a Tool in Teaching English Among ESL Learners: A Systematic Review (2019–2023)

Chetti,

Hashim

2023

IJARBSS

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Technology's proliferation in teaching and learning, specifically in mobile instant messaging (MIM) as a tool has changed the meaning of education around the world. MIM applications have changed the way teachers and learners communicate in a classroom. The impact on ESL learners' enhancement in learning English has proven that teachers' exploration on MIM can be widely done in classrooms. However, the reviews on MIM in teaching English is scarce, despite the importance it poses in language teaching and learning. Hence, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were adopted for reviewing current studies. Using three main journal databases, namely Scopus, Web of Science (WoS) and Educational Resources Database Center (ERIC), 21 articles were extracted out of 750, from 2019 to 2023, taking into consideration of exclusion and inclusion criteria. First, the findings found evidence that WhatsApp is mostly and widely used in teaching and learning. In addition, MIM is perceived as a significant learning platform that can aid in the enhancement of the four language skills (i.e., reading, listening, writing, and speaking) as well as integrated language skills and vocabulary. Besides that, MIM is found to help to increase motivation, increase interaction and lower learners' language anxiety. In general, this study is useful for future researchers to explore and employ MIM in teaching English among ESL learners.

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“…But these do not outweigh the benefits. In their study of using WhatsApp in teaching English, Albogami and Algethami (2022) showed that the application improves English learners' speaking performance. It also addresses the students' problems of having insufficient time to practice speaking and anxiety of committing mistakes, thus improving their motivation and attitude towards speaking.…”

Section: Flexibility In Teaching Strategiesmentioning

confidence: 99%

Innovative and Creative English Teaching Strategies: A Conceptual Framework

Zarei,

Fabregas

2024

RMRJ

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Utilizing innovative and creative strategies to enhance English language teaching is one of the most significant factors that English teachers should consider. This review paper focuses on the significance of the innovative and creative teaching strategies that educators should adopt. These strategies will create an engaging and motivating learning environment to help college EFL/ESL students improve their problem solving and critical thinking skills. This paper elucidates how technology, lesson planning, student-centered approach, and teaching flexibility contribute to enhancing teachers’ skills to implement innovative and creative teaching strategies in the classroom. As a result, a conceptual framework was developed by integrating Vygotsky’s social constructivism theory to cultivate innovative and creative English language teaching strategies. These strategies include a student-centered approach, cooperative learning, and flexibility in teaching, which contribute to more holistic learning.

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Exploring the Use of WhatsApp for Teaching Speaking to English Language Learners: A Case Study

Cited by 9 publications

References 23 publications

A Meta-analysis of the Literature on Mobile Assisted Language Learning in Response to COVID-19 in Saudi Arabia

A Meta-analysis of the Literature on Mobile Assisted Language Learning in Response to COVID-19 in Saudi Arabia

Mobile Instant Messaging (MIM) as a Tool in Teaching English Among ESL Learners: A Systematic Review (2019–2023)

Innovative and Creative English Teaching Strategies: A Conceptual Framework

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