A comparison of male and female learners’ English collocation learning through using WhatsApp

Ashiyan, Zahra; Salehi, Hadi

doi:10.5861/ijrset.2016.1615

Cited by 5 publications

(5 citation statements)

References 39 publications

(30 reference statements)

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“…One of them is by employing the Mobile-Assisted Language Learning (MALL) method. Mobile applications such as Whatsapp have been proven as an effective way to teach collocation to learners (Ashiyan & Salehi, 2017). Furthermore, research studies have found social media applications such as Whatsapp as an interactive medium to boost collocation learning among learners (Arifani, 2019).…”

Section: Findings and Discussionmentioning

confidence: 99%

Learners’ Collocation Use in Writing: Do Proficiency Levels Matter?

Lateh

Shamsudin

Raof

et al. 2021

Indonesian J. Appl. Linguist.

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Knowledge of collocation is important in enabling learners to use a language fluently. When learners can demonstrate a good command of collocation use as they write, this results in greater fluency and proficiency. The present study is a case study that investigated the collocational knowledge of ESL learners across different proficiency levels. Specifically, the extent to which the learners produce lexical collocation in writing is examined in the study. To this end, a writing task (an essay) was administered to elicit the written output of the learners. The procedure involved a total of n=120 undergraduate ESL learners (limited, modest, and proficient learners) studying at a public university in Malaysia. The essays collected in the study were analysed and compared in terms of the lexical collocation frequencies and categories. The results first revealed that the higher proficient students wrote slightly higher lexical collocations than their counterparts. The second finding, however, indicated that there is no significant difference in the proportion of lexical collocation (.05) written by the students, regardless of their proficiency levels. Thirdly, the results demonstrated that students of higher proficiency levels were able to write their essays with slightly more lexical collocation categories in comparison to lower proficiency level learners. Nonetheless, the students did not tap into all six lexical collocation categories in their writing. The findings of the study provide insights into the lexical collocation knowledge of Malaysian ESL undergraduates across various proficiency levels.

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Section: Findings and Discussionmentioning

confidence: 99%

Learners’ Collocation Use in Writing: Do Proficiency Levels Matter?

Lateh

Shamsudin

Raof

et al. 2021

Indonesian J. Appl. Linguist.

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show abstract

“…The literature on the effectiveness of WhatsApp on language learning suggested that WhatsApp could facilitate learning vocabulary. Ashiyan and Salehi (2016a) did an experimental study to compare male and female in learning English collocation via WhatsApp. They pointed to the role of WhatsApp as an effective tool for improving collocation learning, they also mentioned no significant difference between male and female in using telegram for learning collocation.…”

Section: Whatsapp (2009)mentioning

confidence: 99%

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

Jamshidian¹

2020

JCSLL

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This review sets out to summarize studies that consist of research-based evidence indicating the effect of social media on language teaching and learning .We probed Information and Communication Technology (ICT), social media, different social networks, and language teaching and learning in academic databases such as ERIC, Springer, Taylor and Francis, Sciencedirect, ProQuest, Elsevier, Scopus, Wiley, and Google Scholar. From 350 studies related to the effects of ICT and social networks on language teaching and learning in the literature, 9o Iranian and international core papers were reviewed. This meticulous review showed that SNSs positively influence the process of the teaching and learning foreign language.

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“…They can overcome the problems that inhibit their communication" (Masithoh & Fauziati, 2017, p. 88). Salehi (2017) in his research on learning English collocations has found that "WhatsApp as one of the messaging applications has become popular among learners in various classroom settings that have allowed them to communicate with others in their contact list through text" (p. 37). He considers WhatsApp as a multipurpose, invaluable tool for teaching vocabularies to L2 learners.…”

Section: Modern Chat Interfacesmentioning

confidence: 99%

Instant Mobile Messaging (WhatsApp) and Teaching Translation: Views Elicited from Saudi Translation Teachers and Students

Alkhatnai¹

2019

IJEL

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This study investigated the views of Saudi translation teachers and students toward using instant messaging services (such as WhatsApp) in their translation learning and teaching. Using a qualitative research method (content analysis), three teachers’ and 15 students’ utterances were analyzed and the pros and cons of using this type of technology described. While some participants raised technological and instructional pitfalls many also reported educational and social gains. The teachers and the students had different reasons for establishing chat groups and for the possible uses of this technology; however, all agreed it was effective for their teaching and learning. Suggestions for the integration of this technology into Saudi and international translation classes are also given.

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A comparison of male and female learners’ English collocation learning through using WhatsApp

Cited by 5 publications

References 39 publications

Learners’ Collocation Use in Writing: Do Proficiency Levels Matter?

Learners’ Collocation Use in Writing: Do Proficiency Levels Matter?

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

Instant Mobile Messaging (WhatsApp) and Teaching Translation: Views Elicited from Saudi Translation Teachers and Students

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