The Effect of WhatsApp Chat Group in Enhancing EFL Learners’ Verbal Interaction outside Classroom Contexts

Abstract

This study was mainly conducted to examine the possibility of utilizing 'WhatsApp Group' in enhancing EFL learners' verbal interaction. To do this experimental and descriptive methods were used to achieve the objective of this study. A questionnaire and pre-and post-test were adopted as tools for data collection. Samples of two groups (experimental & control) were randomly selected. The results were analyzed with SPSS. Both groups were taught the same content using the traditional way integrated with WhatsApp Chat groups via text message as communicative platforms for practicing outside classroom contexts for what have been taught in the traditional class. However, the participants of experimental group were restrictively interacted via voice messages while the participants of control group were only interacted via text messages. The analysis of the data revealed that the participants who underwent the voice messages on WhattsApp treatment significantly outperformed those who underwent in text messages on WhatsApp. Hence, utilizing voice messages on WhatsApp chat group can be recommended as an efficient technique in enhancing EFL learners' verbal interactions outside classroom contexts. Because EFL traditional classroom is no longer more appropriate in offering sufficient opportunities for EFL learners' verbal interaction.

What’s up with WhatsApp? A Critical Analysis of Mobile Instant Messaging Research in Language Learning

“…The teacher supplemented in-class writing instruction 28 Liu, 2016 Learning the 32 target vocabulary words with a concept-mapping strategy and constructing vocabulary maps. 29 Minalla (2018) Voice messages. 30 Samaie et.…”

“…Third, the WhatsApp activities of developing reading skills were dealing with several questions, debates and articles about a topic (Ahmed, 2019), choosing a topic and sharing it for interaction with peers (Hazaea & Alzubi, 2016). Fourth, the speaking skills was tried to be developed through daily interactions on WhatsApp (Andújar-Vaca, & Cruz-Martínez, 2017), collaborative and authentic language activities using the approach of project-based learning (Avci & Adiguzel, 2017), and sending and receiving voice messages (Minalla, 2018). Last, the listening skill was developed via practising of listening through listening logs (Fauzi & Angkasawati, 2019).…”

‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis

“…Meanwhile, WhatsApp has attracted the attention of several scholars investigating the use of the platform as a substitute for the traditional classroom. Interactions in English on WhatsApp groups via texts or voice have been evaluated to examine the efficacy of using WhatsApp groups to reinforce what learners learned in school in online settings (Minalla, 2018). Engaging learners in interactions in English on WhatsApp groups, while they are being supervised by an instructor is one way to enhance their achievements in the four English skills: reading, writing, speaking and listening (Hamad, 2017).…”

Assessing Students’ Speaking Skill in Online EFL Speaking Course Through Students’ Self-made YouTube videos

“…Online speaking assessment is considered similar to traditional assessment, since the teachers are using the rubric for assessing such as The Public Speaking Competence Rubric (PSCR) (Joe, Kitchen, Chen, & Feng, n.d.). The difference is only on the platforms used to communicate, since the speaking activity can be done directly in traditional classroom meanwhile in online courses students need to upload it through the web 2.0 technologies Previous researchers have conducted researches about utilizing the Web 2.0 technologies in speaking classes to drill students' speaking skills and to give them new experiences in learning (Jafari & Chalak, 2016;Lara Olivo, Yumi Guacho, Padilla Padilla, & Padilla Padilla, 2020;Minalla, 2018;Mustafa, 2018). Meanwhile other researches mentioned reports on assessing students' skills using various rubrics (Encalada & Sarmiento, 2019;Schreiber, Paul, & Shibley, 2012;Yükselir & Kömür, 2017).…”