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

Kartal, Galip

doi:10.33200/ijcer.599138

Cited by 39 publications

(36 citation statements)

References 57 publications

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“…The use of technology to mediate communication between language learners was shown to reduce anxiety toward using the language [162]. The game element anonymity, which allows a user to mask their identity or assume the identity of an avatar, fulfils this purpose.…”

Section: Anonymity and Anxietymentioning

confidence: 99%

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

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Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

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Section: Anonymity and Anxietymentioning

confidence: 99%

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Govender

Arnedo-Moreno

2021

Sustainability

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“…This contradiction can also be seen in the literature. In some studies, it has been stated that smartphones have a great potential in terms of teaching-learning and by creating a learner-centered teaching process support students' learning and motivation when used appropriately in the classroom (Kartal, 2019;Roblyer, 2016). On the other hand, Shrivastaya and Shrivastaya, (2014) found that students had negative perceptions about using smartphones in the classroom.…”

Section: Smartphone Usage In Classmentioning

confidence: 99%

Are We Online or in Class? Students’ Smartphone Usage Habits

Koçak

Göktaş

2022

Int. J. of Cont. Edu. Res.

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“…There have been many studies in Mobile Instant Messaging (MIM) and Cloud-based Apps in terms of Elearning. Moreover, most studies focused on the role and the effectiveness of MIM especially WhatsApp in specific fields such as ELT for EFL (Arifani, 2019;Jafari & Chalak, 2016;Kartal, 2019;Minalla, 2018;Ta'amneh, 2017) and Computer Science due to the leaner's familiarity in the English Language. According to Jafari and Chalak (2016), WhatsApp has a positive effect on English vocabulary learning among Iranian EFL learners in comparison to traditional learning, and (Suadi, 2021) stated that WhatsApp has a positive effect on ELT for EFL learning skills.…”

Section: Cloud-based Instant Messaging Appsmentioning

confidence: 99%

Identification and Ranking of Cloud-Based Applications in E-Learning of Afghanistan: A Case of Public Universities

Musawi¹,

Baktash

2021

Elsya

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Cloud-based Applications are suitable tools in the E-learning system, and they bring the most facilities in E-learning due to availability and on-demand self-services. During Covid-19 lockdown, while presential learning stopped and E-learning started. The Ministry of Higher Education has begun E-learning in public and private universities. Therefore, Afghanistan’s universities used Cloud-based Apps in E-learning, but these Apps are not identifying and ranking in the E-learning of Afghanistan. This study aims to identify and rank the Cloud-based Apps in terms of usefulness and effectiveness in E-learning using state-of-the-art, and its usage in public universities of Afghanistan. To get an accurate answer to the defined questions, mixed research was used. Therefore, an online questionnaire was distributed randomly to six public universities in six different parts of Afghanistan. The respondents were divided into two categories (lecturers and students) and asked to respond to Cloud-based Apps usage and effectiveness in E-learning. The responses were analySed using Chi-Square Tests. The result showed the most, low, and lowest useful Cloud-based Apps in E-learning. In conclusion, the research finding showed that Google Classroom was the most LMS, WhatsApp was the most mobile instant messaging, Gmail was the most E-mail server and Skype was the most video conferencing Cloud-based Apps in E-learning in most public universities of Afghanistan.

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

Abstract: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 39 publications

References 57 publications

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Are We Online or in Class? Students’ Smartphone Usage Habits

Identification and Ranking of Cloud-Based Applications in E-Learning of Afghanistan: A Case of Public Universities

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