The use of whatsapp in enhancing learners oral communicative competence

English language instructors have always pursued new and interesting approaches thatmay help to overcome language teaching and learning barriers. Therefore, this study was conductedmainly to explore Media Assisted Language Learning Approach (MALL) using one of the mostprominent media application kno...

Full description

Saved in:

Bibliographic Details
Main Author:	Kamariah Yusof
Format:	thesis
Language:	eng
Published:	2021
Subjects:	PE English
Online Access:	https://ir.upsi.edu.my/detailsg.php?det=6809
Tags:	Add Tag No Tags, Be the first to tag this record!

id	oai:ir.upsi.edu.my:6809
record_format	uketd_dc
institution	Universiti Pendidikan Sultan Idris
collection	UPSI Digital Repository
language	eng
topic	PE English
spellingShingle	PE English Kamariah Yusof The use of whatsapp in enhancing learners oral communicative competence
description	English language instructors have always pursued new and interesting approaches thatmay help to overcome language teaching and learning barriers. Therefore, this study was conductedmainly to explore Media Assisted Language Learning Approach (MALL) using one of the mostprominent media application known as WhatsApp as an instructional tool in communicative languagelearning classroom. This study was specifically proposed to examine the effect that WhatsApp voiceand video features may have towards learners oral communicative competence as well as exploringtheir perception towards its use by conducting a social media learning scale survey. This researchadopted a quasi-experimental approach that compares experimental and control group whichwere assigned with different treatment. The learning process of both experimental and control groupwere based on two hours of in-class learning but supplemented with different treatments forinformal classroom tasks. Experimental group was given the tasks to do voice and video recordingof communicative dialogue and shared them in the groups WhatsApp channel. On the other hand,control groups participants were assign with traditional approach tasks such as paper-baseddialogue construction, open-ended writing exercise, and presentation. This study conductedindependent sample t-test analysis to compare both means of control and experimental groupspre-test and post-test scores. The result for independent t-test analysis for pre- test score is t(43) = 0.372, p=0.712, which proposed that both groups of respondents possessed the same levelof oral communicative competency prior to the treatment given. After the treatment, theindependent sample t-test then reported that there was a significant difference between posttest score for control and experimental group, t(43) = -2.99, p = 0.005, p <5. The result proposed that the experimental group with WhatsApp integrated treatment has outperformed those in control group with traditionallearning. It was concluded in this study that WhatsApp manage to affectlearners oral communicative competency positively.
format	thesis
qualification_name
qualification_level	Master's degree
author	Kamariah Yusof
author_facet	Kamariah Yusof
author_sort	Kamariah Yusof
title	The use of whatsapp in enhancing learners oral communicative competence
title_short	The use of whatsapp in enhancing learners oral communicative competence
title_full	The use of whatsapp in enhancing learners oral communicative competence
title_fullStr	The use of whatsapp in enhancing learners oral communicative competence
title_full_unstemmed	The use of whatsapp in enhancing learners oral communicative competence
title_sort	use of whatsapp in enhancing learners oral communicative competence
granting_institution	Universiti Pendidikan Sultan Idris
granting_department	Fakulti Bahasa dan Komunikasi
publishDate	2021
url	https://ir.upsi.edu.my/detailsg.php?det=6809
_version_	1747833313871003648
spelling	oai:ir.upsi.edu.my:68092022-02-23 The use of whatsapp in enhancing learners oral communicative competence 2021 Kamariah Yusof PE English English language instructors have always pursued new and interesting approaches thatmay help to overcome language teaching and learning barriers. Therefore, this study was conductedmainly to explore Media Assisted Language Learning Approach (MALL) using one of the mostprominent media application known as WhatsApp as an instructional tool in communicative languagelearning classroom. This study was specifically proposed to examine the effect that WhatsApp voiceand video features may have towards learners oral communicative competence as well as exploringtheir perception towards its use by conducting a social media learning scale survey. This researchadopted a quasi-experimental approach that compares experimental and control group whichwere assigned with different treatment. The learning process of both experimental and control groupwere based on two hours of in-class learning but supplemented with different treatments forinformal classroom tasks. Experimental group was given the tasks to do voice and video recordingof communicative dialogue and shared them in the groups WhatsApp channel. On the other hand,control groups participants were assign with traditional approach tasks such as paper-baseddialogue construction, open-ended writing exercise, and presentation. This study conductedindependent sample t-test analysis to compare both means of control and experimental groupspre-test and post-test scores. The result for independent t-test analysis for pre- test score is t(43) = 0.372, p=0.712, which proposed that both groups of respondents possessed the same levelof oral communicative competency prior to the treatment given. After the treatment, theindependent sample t-test then reported that there was a significant difference between posttest score for control and experimental group, t(43) = -2.99, p = 0.005, p <5. The result proposed that the experimental group with WhatsApp integrated treatment has outperformed those in control group with traditionallearning. It was concluded in this study that WhatsApp manage to affectlearners oral communicative competency positively. 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=6809 https://ir.upsi.edu.my/detailsg.php?det=6809 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Aburezeq, M.A., & Ishtaiwa, F. (2013). The impact of WhatsApp on interactionin an Arabic Language Teaching course. International Journal of Arts & Science, 6(3), 165-180.Admission Unit, Bagan Serai Community College, 2017.Alemi, M., Sarab, M. R. A., & Lari, Z. (2012). Successful learning of academic word list viaMALL: Mobile Assisted Language Learning. International Education Studies, 5(6), 99-109.Amry, A. B. (2014). The impact of WhatsApp Mobile Social Learning on the achievementand attitudes of female students compared with face to face learning in the classroom. EuropeanScientific Journal, 10(22), 116-136.Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing.System, 62, 63-76.Andjar-Vaca, A., & Cruz-Martinez, M. S., (2017). Mobile Instant Messaging: WhatsApp andits potential to develop oral skills. Media Education Research Journal, 25(50), 43-52.Azad, M., Alipour, M. & Talebi, P. (2018). The effect of using social networks on developing EFLlearners pragmatic competence through speaking accuracy and fluency. Language EducationStudies, 4(4), 15-24.Azzouz, A. (2018). English Language teachers and students insights andpractices towards students written errors at Qasyoun Private University in Syria. Research Journalof Aleppo University, 118.Bansal, T., & Joshi, D. (2014). A study of students experiences on mobile learning.Global Journal of Human-Social Science, 14(4), 26-33.Bataineh, A. (2014). The effect of using audio-visual chat on developing English as a foreignlanguage learners' fluency and productivity of authentic oraltexts. International Journal of Linguistics, 6(3), 85-108.Barhoumi, C. (2015). The effectiveness of WhatsApp mobile learning activitiesguided by Activity Theory on students knowledge management.Contemporary Educational Technology. 6(3), 221-238.Bensalem, E. (2018). The impact of WhatsApp on EFL students vocabulary learning. ArabWorld English Journal. 9(1), 23-38.Basoglu, E. B., & Akdemir, O. (2010). A comparison of undergraduate students' English vocabularylearning: Using mobile phones and flash cards. Turkish Online Journal of EducationalTechnology-TOJET, 9(3), 1-7.Blau, A. (1955). A Unitary Hypothesis of motion: anxiety, emotions ofdispleasure and affective disorders. Psychology Quarterly, 24(1), 75-103.Bouhnik, D., Deshen, M., & Gan, R. (2014). WhatsApp goes to school: Mobile instant messagingbetween teachers and students. Journal of Information Technology Education: Research, 13(1),217-231.Brown, H. D. (1994). Principles of Language Learning and Teaching. Englewood Cliffs, NJ:PrenticeHall.Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second languageteaching and testing. Applied linguistics, 1(1), 1-47.Castrillo, M. D., Martn-Monje, E., & Brcena, E. (2014). Mobile-based chatting for meaningnegotiation in Foreign Language Learning. Paper presented at the 10?? International Conferenceon Mobile Learning, 49-58.Carey, S., & Crittenden, E. (2000). Using technology to foster authenticcommunication for Second Language students. Proceedings of the TechnologicalEducation & National Development Conference, 1-15.Chen, X. B., (2013). Tablets for informal language learning: students usage and attitudes.Language Learning & Technology, 17(1), 22-36.Church, K., & De Oliveira, R. (2013, August). What's up with WhatsApp?: comparingmobile instant messaging behaviors with traditional SMS. In Proceedings of the 15thinternational conference on Human-computer interaction with mobile devices and services,352-361.Community College Curriculum Development Department, JPKK, 2015.Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 toolsin Higher Education. A report commissioned by the Higher Education Academy, 1-111.Darmi, R., & Albion, P. (2013). English language in the Malaysian education system: Its existence and implications. In Proceedings of the 3rd Malaysian PostgraduateConference (MPC 2013), 175-183. Education Malaysia.Downes, S. (2007). What Connectivism is. Paper presented at the Connectivism Conference,University of Manitoba, Winnipeg.Dubin, F., & Olshtain, E. (1986). Course Design: developing programs and materials forlanguage learning. New York: Cambridge University Press.Dunlap, J. C., & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhancesocial presence. Journal of Information System Education, 20(2), 129-135.Ellis, R. (1984). Communication strategies and the evaluation of communicative performance. EnglishLanguage Teaching Journal, 38(1), 39-44.Faculty Focus Authors (2009). Five ways to make your online classrooms more interactive.Retrieved from http://www.facultyfocus,com/articles/online-education/five-ways-to-make-your-online-classrooms-more-interactive.Farmer, F., & Nucamendi, M. E. L. (2012). Chapter Two: Towards a rationale for mobile learning.In left to my own devices: Learner autonomy and Mobile-Assisted Language Learning, 21-44.BRILL.Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamentalconcepts in SLA research. The Modern Language Journal, 81(3), 285-300.Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research ineducation. (9th ed.). Boston, MA: McGraw Hill.Goh H. S., Chong P. W., Sathasivam S., & Chitty T. I. (2013). Cite it right: A quick guideto citing and referencing. Tanjong Malim Penerbit Universiti Pendidikan Sultan Idris.Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speakinganxiety. Gist: Education and Learning Research Journal,(12), 29-50.Hassan, A. Q. A. & Ahmed, S. S. (2018). The impact of WhatsApp on learnersachievement: A case study of language majors at King Khalid University.International Journal of English Language Education, 6(2), 69-81.Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using Short Message Service (SMS) toteach English idioms to EFL students. British Journal of Educational Technology, 44(1),66-81.Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language classroom anxiety. The ModernLanguage Journal, 70(2), 125-132.Hoy, W. K., & Miskel, C. G. (2008). Theory, research and practice in educational administration,Boston: McGraw-Hill.Ibrahim, A. A., Hafiz, H., & Idris, R. G. I. G. (2015). Psychometric properties of WhatsApp useand perceived academic performance: An exploratory factor analysis. Journal of CreativeWriting, 1(04), 57-64.Jafre, N. A. M., & Hussain, N. A. (2018). Enhancing English proficiency among DKM1 Students: Improving Communicative Skills using WhatsApp application. Politeknik & Kolej KomunitiJournal of Social Sciences and Humanities, 149-162.Jafre, N. A. B. M., Osman, N. B., & Hussain, N. A. B. (2018). Students perception onthe use of WhatsApp application to enhance communicative skills.Jones, A. (2015). Social Media for Informal Minority Language Learning: ExploringWelsh learners practices. Journal of Interactive Media in Education: 7, 1-9.Jones, G., Edwards, G., & Reid, A. (2009). How can mobile SMS communication support and enhancea first year undergraduate learning environment? Association for Learning Technology Journal,17(3), 201-218.Karim, R. A., Abu, A. G., & Khaja, F. N. M. (2017). Theoretical perspectives and practices ofMobile-assisted Language Learning and mind mapping in the teaching of writing in ESL Classrooms.Journal of English Teaching AdiBuana, 2(01).Kester, L., Van Rosmalen, P., Sloep, P., Brouns, F., Kon, M., & Koper, R.(2007). Matchmaking in learning networks: Bringing learners together for knowledge sharing.Interactive Learning Environments, 15(2), 117-126.Kheryadi, K. (2018). The implementation of WHATSAPP as a Media of English LanguageTeaching. Loquen: English Studies Journal, 10(2), 1- 14.Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? The International Review of Research in Open and Distributed Learning, 9(3).Kukulska-Hulme, A. (2012). Smart devices or people? A mobile learning quandary.International Journal of Learning and Media, 4(3-4), 73-77.Manan, N. A. (2017). WhatsApp mobile tool in second language learning.Indonesian EFL Journal, 3(1), 87-92.Miangah, T. M., & Nezerat, A. (2012). Mobile-Assisted Language Learning.International Journal of Distributed and Parallel Systems, 3(1), 309-319.Mills, L. A., Knezek, G. A., & Wakefield, J. S. (2013). Learning with Social Media:Measurement tools for understanding information behaviour in technology pervasiveenvironments of the 21st Century. iConference 2013 Proceedings (593-600).Minalla, A. A. (2018). The effect of WhatsApp chat group in enhancing EFL learnersverbal interaction outside classroom contexts. English Language Teaching, 11(3), 1-7.Mufanti, R. (2015). The supporting factors and barriers of studentscommunicative activities in a speaking class. In Proceeding International The 62nd TEFLIN,International Conference 2015, 329-332.Mufanti, R. (2016, September). Establishing a WhatsApp conversation: One of innovations in English language teaching. In The 63rd TEFLIN International Conference 2016,793-79.Muirhead, B. (2005). Encouraging interaction in online classes. InternationalJournal of Instructional Technology and Distance Learning, 1(6), 74.Mustapha, S. M. & Yahaya, R. A. (2012). Communicative Language Teaching(CLT) in Malaysia context: Its implementation in selected Community College. Procedia -Social and Behavioural Science 90 (2013), 788-794.Ngaleka, A., & Uys, W. (2013, June). M-learning with WhatsApp: A conversationanalysis. In International Conference on e-Learning, 282. Academic Conferences InternationalLimited.Oliver, R. (1995). Negative feedback in child NS-NNS conversation. Studies in secondlanguage acquisition, 17(4), 459-481.Omar, A. H. (1983). The Malay peoples of Malaysia and their languages. Dewan Bahasa dan Pustaka,Kementerian Pelajaran Malaysia.Pettenati, M. C., & Ranieri, M. (2006). Informal learning theories and tools to support knowledge management in distributed CoPs. Proceedings of Innovative approaches forle-arning and knowledge sharing, 345-355.Plana, M. G. C., Escofet, M. I. G., Figueras, I. T., Gimeno, A., Appel, C., &Hopkins, J. (2013). Improving learners reading skills through instant short messages: A samplestudy using WhatsApp. 4th World-CALL Conference.Rintell, E., & Mitchell, C. J. (1989). Studying requests and apologies: An inquiry into method.Cross-cultural pragmatics: Requests and apologies, 248-272.Rogoff, B. & Moore, L. & Najafi, B., Dexter, A., Correa-Chvez, M. & Sols, J. (2007). Children's development of cultural repertoires through participation in everyday routines and practices. Handbook of Socialization.Sad, S. N. (2008). Using mobile phone technology in EFL classes. English Teaching Forum,46, 34-39.Saran, M., Seferoglu, G., & Cagiltay, K. (2009). Mobile Assisted Language Learning:English pronunciation at learners fingertips. Eurasian Journal of Educational Research (EJER),34, 97-114.Shamsi, A. F., Altaha, S., & Gilanlioglu, I. (2019). The role of M-Learning indecreasing speaking anxiety for EFL learners. International Journal ofLinguistic, Literature and Translation (IJLLT), 2(1), 276-282.Shapiro, S. S., & Francia, R. S. (1972). An approximate analysis of variance testfor normality. Jpurnal of the American Statistical Association, 67(337), 215-216.Siemens, G. (2004). Connectivism: A Learning Theory for the digital age. elearnspace.Siemens, G. (2006). Connectivism: Learning theory or pastime of the self- amused.Statistic User of WhatsApp. https://www.statista.com/statistics/260819/number-of-monthly-active-WhatsApp-users/Sweeny, M. (2010). Writing for the Instant Messaging and text messaging generation: Usingnew literacies to support writing instruction. Journal of Adolescent & Adult Literacy, 54(2),121-130.Thurmond, V. A. (2003). Examination of interaction variables as predictors of students'satisfaction and willingness to enrol in future Web-based courses while controlling for studentcharacteristics. In Society for Information Technology & Teacher Education InternationalConference, 528-531.Vygotsky, L.S. (1987). Mind in society: The development of higher psychological processes.Cambridge. MA: Harvard University Press.WhatsApp Official Webpage (2019). Retrieved formhttps://www.WhatsApp.com/Wilson, J., & Brooks, G. (2014). Teaching presentation: Improving oral output with morestructure. Proceedings of CLaSIC, 512-524.Wu, W. C. V., & Marek, M. (2010). Making English a" Habit": Increasing confidence,motivation, and ability of EFL students through cross-cultural, computer-assisted interaction. Turkish Online Journal of Educational Technology-TOJET, 9(4), 101-112.Yalcinalp, S., & Gulbahar, Y. (2010). Ontology and taxonomy design and development forpersonalised web-based learning systems. British Journal of Educational Technology, 41(6), 883-896.Yeboah, J., & Ewur, G. D. (2014). The impact of WhatsApp messenger usage on students performance in Tertiary Institutions in Ghana. Journal ofEducation and practice, 5(6), 157-164.Zhang, H., Song, W., & Burston, J. (2011). Re-examining the effectiveness ofvocabulary learning via mobile phones. Turkish Online Journal of EducationalTechnology-TOJET, 10(3), 203-214.Zhang, L. (2016). Enhancing communicative competence through free messagingapps in EFL classes. Creative Education, 7(17), 2597-2603.

The use of whatsapp in enhancing learners oral communicative competence

Similar Items