Telegram App in E-learning of English Reading: Impact on Students’ Reading Ability and Its Efficacy

Ammade, Salasiah; Khairil,; Khatimah, Khusnul

doi:10.51773/asels2021.v1i1.30

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…10.3389/fpsyg.2022.996577 Ammade and Khatimah (2021) examined the effects of the Telegram application on the English reading of the students. The data of this research were collected using a reading test to know the impacts of Telegram on students' reading ability, and A questionnaire was administered to get data on Telegram's efficacy on students' learning of English reading.…”

Section: Review Of the Literaturementioning

confidence: 99%

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Zhao

Wang²,

Ismail³

et al. 2022

Front. Psychol.

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Concerning the ubiquity of social media, this research tried to examine the impacts of using Telegram on Iranian EFL learners’ foreign language motivation, foreign language anxiety, and attitude toward learning. To achieve these purposes, 60 Iranian EFL learners at the intermediate level were selected and randomly divided into two groups: experimental and control. After that, both groups were pretested on motivation and anxiety variables. After pretesting, the participants in the experimental class received treatment via using the Telegram application, and the control students were trained traditionally without using any social media. After an 18-session instruction, a post-test of motivation and a post-test of anxiety were given to both groups, and also an attitude questionnaire was distributed among the experimental group to inspect their attitudes toward the Telegram application in language learning. The results of using two one-way ANCOVA tests showed significant differences between the post-tests of the control and experimental groups in favor of the experimental group. The findings demonstrated that using the Telegram application increased the motivation of the experimental group and decreased their level of foreign language anxiety. Also, the results of one sample t-test showed that the participants of the experimental group held positive attitudes toward using the Telegram application in English language learning. The implications of this research can encourage both teachers and learners to use social media-based instruments in English teaching and learning.

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Section: Review Of the Literaturementioning

confidence: 99%

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Zhao

Wang²,

Ismail³

et al. 2022

Front. Psychol.

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show abstract

“…Another rationale for the acquired results can be that utilizing Telegram allows students to study and practice the language whenever and wherever they wish. Because there are no time or location constraints when using SM for language learning, learners may absorb the contents whenever and wherever they choose (Ammade & Khatimah, 2021).…”

Section: Discussionmentioning

confidence: 99%

The consequences of task-supported language teaching via social media on academic engagement, emotion regulation, willingness to communicate, and academic well-being from the lens of positive psychology

Alazemi,

Gheisari,

Patra

2023

Asian. J. Second. Foreign. Lang. Educ.

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Although TBLT has been the subject of many prior studies, no research has addressed the impact of TBLT through social media (SM), specifically the Telegram app, on academic engagement, emotion regulation, willingness to communicate (WTC), and academic well-being. To reach this goal, a convenience sampling method was used to select 58 Iranian intermediate EFL learners out of 83 based on their Oxford Quick Placement Test performance. The selected learners were randomly assigned to the control group (CG) and experimental group (EG). Pretests were conducted to measure both groups’ academic engagement, emotion regulation, WTC, and academic well-being. During the treatment, the EG received treatment using the Telegram app and the LMS, while the CG only utilized the LMS without any social media assistance. After the treatment, posttests were administered to evaluate the performance of both groups. The results of the data analysis revealed a significant difference in the posttest scores of the EG and CG. The EG demonstrated superior outcomes (p < 0.05) regarding academic engagement, emotion regulation, WTC, and academic well-being, indicating the effectiveness of incorporating Telegram alongside the LMS. Thus, this study demonstrated that utilizing the Telegram app with an LMS can significantly enhance EFL learners’ WTC, academic engagement, well-being, and emotion regulation. The findings suggest that EFL students can utilize the Telegram app to improve their English language skills outside of traditional classroom settings. Furthermore, using social media platforms like Telegram can facilitate self-study and transform the role of students. It provides EFL students with easy and rapid access to global information. The study concludes with implications, limitations, and suggestions for future research.

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“…The findings of the study also contributed to developing the process of improving learning techniques in higher education in Saudi Arabia. Ammade et al, (2022) Asserted that Telegram is a messaging application which offers fast and reliable messaging and calls, and it has special feature as a cloud-based messenger with seamless sync. During COVID-19 pandemic, telegram contributes big support in continuing teaching learning process.…”

Section: Review Of Literaturementioning

confidence: 99%

Integrating Telegram Messenger Application for Effective Instructional Content Delivery in Post COVID-19 Era

Nkanu

Imoke

Bisong

2023

siasat

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Since the emergence of the novel Corona-Virus 2019 (COVID-19) pandemic and its attendant effect which span through all aspects of human endeavours including education, it has necessitated both the instructors and the learners to adopt and adapt several mobile and social media applications for instructional delivery and learning purposes. These mobile and social media applications allow for synchronous and asynchronous instructions and learning. Telegram as one of such media has proven to be a better substitute to the conventional classroom for both instructors and learners alike. Research lately across different discipline have consistently yielded results that tend to emphasize that Telegram utilization is an effective online instructional delivery medium. It can be used for creating and sharing online live and recorded videos/presentations and ensuring learners’ participation by asking them to make comments. The platform encourages self-paced learning via internet enabled mobile gadgets and eliminates or reduces the requirements of physical learning environments. In view of the crucial role that Telegram plays in effective instructional content delivery, if and when well implemented, this paper takes into consideration a general overview of Telegram Application, outlines the features, benefits accruable to using Telegram for instruction, and also the advantages and disadvantages associated with using Telegram for instructional content delivery in post COVID-19 era.

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Telegram App in E-learning of English Reading: Impact on Students’ Reading Ability and Its Efficacy

Cited by 3 publications

References 11 publications

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

The consequences of task-supported language teaching via social media on academic engagement, emotion regulation, willingness to communicate, and academic well-being from the lens of positive psychology

Integrating Telegram Messenger Application for Effective Instructional Content Delivery in Post COVID-19 Era

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