The use of WhatsApp in collaborative learning to improve English teaching and learning process

Hanisi, Ajid La; Risdiany, Reni; Utami, Yunita Dwi; Sulisworo, Dwi

doi:10.5861/ijrset.2018.3004

Cited by 55 publications

(63 citation statements)

References 15 publications

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“…The study revealed that students using WhatsApp as a learning tool had a positive attitude with a mean score of 3.49. This finding is confirmed by Hanisi et al (2018) who found that students integrating WhatsApp in their formal learning had positive attitudes because of its easy use and enjoyment for the students. Furthermore, the impact of WhatsApp on motivating students to use the language and develop their skills is the third variable of this study.…”

Section: Discussionsupporting

confidence: 58%

“…Technology participates in advancements in the field of education by enabling access to knowledge worldwide. WhatsApp as an English language learning tool has been studied in various contexts (Çam & Can, 2019;Hashemifardnia, Namaziandost, & Esfahani, 2018;La Hanisi, Risdiany, Utami, & Sulisworo, 2018). To the best of the researchers' knowledge, this is the first study to investigate the impact of WhatsApp on English language skills and areas, students' attitudes, motivation and anxiety from Saudi EFL learners' perspective.…”

Section: Introductionmentioning

confidence: 99%

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A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

Ali

Bin-Hady

2019

SSRN Journal

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This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students' attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students' anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.

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Section: Discussionsupporting

confidence: 58%

Section: Introductionmentioning

confidence: 99%

A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

Ali

Bin-Hady

2019

SSRN Journal

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“…Benjamin (2011) noted an impressive increase in smartphone ownership by university students in South Africa over the past years. La Hanisi et al (2018) noted that students have made smartphones an inseparable part of themselves and spend most of their time accessing social media chatting and sharing photos and videos, playing games and reading news. Amry (2014) points that the introduction of smartphones has promoted student centred discussion forums which results in the construction of new knowledge which is shared within the group.…”

Section: Introductionmentioning

confidence: 99%

A UTAUT Evaluation of WhatsApp as a Tool for Lecture Delivery During the COVID-19 Lockdown at a Zimbabwean University

Maphosa

Dube

Jita

2020

IJHE

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Focusing through the lens of the (COVID-19) lockdown which was enforced on the 30th of March 2020, it became apparent that students from rural resource-constrained educational institutions had to adapt to sustainable online learning platforms from traditional content delivery. WhatsApp a social networking app, but due to its low data consumption, it became a de-facto teaching and learning tool for Lupane State University (LSU) students in Zimbabwe. Prior studies have focused on the use of WhatsApp as an alternative lecture delivery platform but very few have evaluated its role as the sole platform for lecture delivery. With no government or institutional support for data acquisition, students failed to utilise other e-learning platforms that were in place due to exorbitant data costs. This study seeks to evaluate the success of WhatsApp mediated teaching and learning at LSU during the COVID-19 pandemic. This was a randomized evaluation of weekly lecture delivery through WhatsApp to LSU students. A questionnaire based on the Unified Theory of Acceptance and Use of Technology’s main constructs was delivered to 200 students that were randomly selected. The results revealed that student’s attitudes, behavioral intention of using WhatsApp for learning as well as the platform’s usefulness were rated highly, implying high adoption. The positive perceptions suggest that it would be easy for the institution to formally integrate the platform to augment traditional lecture delivery or for use during an event that disrupts traditional face-to-face lecture delivery. Results revealed that WhatsApp can support 21st century learning through autonomous, collaborative and learner centred education.

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“…It is mean that mobile learning is a tool which will help us learn by using our mobile device. La Hanisi, Risdiany, Dwi Utami, & Sulisworo (2018) defined that WhatsApp is a smartphone-and web-based instant message application that allows users to exchange information using a variety of media including text, image, video, and audio messages…”

Section: Introductionmentioning

confidence: 99%

Whatsapp Voice Note in Speaking Class

Nurazizah

Friatin

Sugiarto

2019

JEET

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This study deals with the use of WhatsApp voice note in speaking class. This study aimed at figuring out the teacher’s way in implementing WhatsApp voice note in teaching speaking on narrative text and investigating the perspective on WhatsApp voice note to improve speaking skill on narrative text. In conducting this study, the researcher used qualitative approach. Case study was applied as a research design in this study. This study involved 35 students of the tenth grade (X MIPA 1) and one English teacher. Instruments used in this study were classroom observation, interview, and questionnaire. The results of this study showed that nine steps were used by the teacher in the teaching and learning process through WhatsApp voice note in speaking class on narrative text. Meanwhile, most of the students gave their positive response toward the teaching and learning process. The teacher argued that WhatsApp voice note is a useful tool to provide the students opportunities to speak especially on narrative text and the students can share information easily. It also allows the students asking for help using English. Based on the findings, it can be concluded that learning to speak English using WhatsApp voice note is an attractive learning activity, positive activity, and WhatsApp voice note is easy to use. Finally, this study suggests other researchers to involve the objective data, to enrich the instrumentation, to add more sample of the study and to employ other methods and design in order to enrich the data.

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The use of WhatsApp in collaborative learning to improve English teaching and learning process

Cited by 55 publications

References 15 publications

A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

A UTAUT Evaluation of WhatsApp as a Tool for Lecture Delivery During the COVID-19 Lockdown at a Zimbabwean University

Whatsapp Voice Note in Speaking Class

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