The implementation of telegram as a pedagogical tool to enhance student motivation and interaction in academic writing

Abstract

Despite attempts in the literature to understand how social media platforms encourage student interaction in open and distance learning contexts, the researcher has noted that there is lack of research focusing on use of the Telegram messenger as a means of encouraging student motivation and interaction in academic writing. This qualitative study is contextualised in a South African open distance and e-learning university and made use of interviews and observations to understand three objectives (1) lecturers' perceptions of using Telegram to enhance student motivation and interaction, (2) if Telegram motivates students to learn academic writing, and (3) how Telegram encourages student interaction in the module under study. The study found that lecturers perceived Telegram as being a useful pedagogical tool to enhance student motivation and interaction. The findings further revealed that Telegram motivated students to interact on the group and with the module. It is recommended that stakeholders reconsider their pedagogies and encourage the use of Telegram to aid students' learning in Academic Writing modules.

Transforming workplace English in distance education: Exploring e-learning preferences and experiences in the digital age

“…These tools often include multimedia which enhances engagement, and adaptation to individual learning speeds. Platforms like learning management systems (LMSs) (Sevnarayan et al, 2023), Zoom (Sey & Em, 2023), Microsoft Teams, and social media [Telegram] (Sevnarayan, 2023a;Sevnarayan, 2023b) integrate into workplace communication and align with workplace English skills development. Despite the recognition of the increased importance of workplace English skills and the potential of e-learning tools (Chen, 2021;Enock, 2023;Vannasy & Sengsouliya, 2023), the study demonstrates the need to explore factors that influence student preferences.…”