Mobile Instant Messaging as Collaborative Tool for Language Learning

Abstract

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.

Integration of Chatbots in Additional Language Education: A Systematic Review

“…Whereas, in terms of interest, it is often brought up in conjunction with the topic of motivation. because it is precisely by arousing students' interest that these tools often turn out to be motivating, for example, through enriching learning scenarios Goda et al, 2014;Heller et al, 2005;Sivabalan & Ali, 2019;Vázquez-Cano et al, 2021). Thanks to its functions, a chatbot may seem to be an exciting tool to implement into the process of teaching and learning a foreign language, especially if they are equipped with multimodal features and games.…”

“…Many studies highlight the role of chatbots in arousing students' interest and motivation in language learning. Chatbot applications can either increase or decrease students' motivation for further exercises, as indicated in mixed-method research by Heller et al (2005) conducted on university students and a systematic review by Sivabalan and Ali (2019). Additionally, Goda et al (2014) conducted a quantitative study on university students, and L. K. Fryer et al (2020) conducted a documentary study, emphasising that chatbots contribute to designing enriched learning scenarios with automatic assessment functions and instant feedback, impacting student effort, learning performance, and interest.…”

Autonomous Learning Through Chatbot-based Application Utilization to Enhance Basic Japanese Competence of Vocational High School Students

“…The results of the data analysis are in accordance with previous studies related to chatbot-based applications implementation studies (Bii, 2013;Goda, Matsukawa, Hata, & Yasunami, 2014;Haristiani, Danuwijaya, Rifai, & Sarila, 2019;Haristiani & Rifai, 2020), that based on the students' evaluatins, the Gengobot application is useful to help them learn basic Japanese. The students considered that the features in Gengobot application increased their interest and motivation in learning Japanese because the features are easy to use, innovative, and fascinating (Heller, Mah, Jewell, & Cheung, 2005;Sivabalan & Ali, 2019).…”

The Impact of Mobile-Assisted Language Learning on Developing EFL Learners’ Vocabulary Knowledge

“…MALL refers to supporting language learning through mobile devices such as mobile phones in various locations and contexts [10]. However, the analysis of previous research has manifested the potential role of MALL implementation in boosting students' motivation [11], enhancing collaboration [12]- [13], and developing the learner's language learning autonomy [14]- [15]. Latest investigations have also proved the potency of MALL implementation in enhancing English language skills [16,17,18,19].…”