EFL-Writing Activities Using WhatsApp Group: Students’ Perceptions during Study from Home

Muthmainnah, Nur; Azmina, Badi’atul

doi:10.18592/let.v10i2.4122

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…This finding indicates that WhatsAppbased instruction had positive effect on improving the experimental group's performance in EWC. The results are similar to the findings reported by Saleh (2019) and Muthmainnah and Azmina (2020).…”

Section: Participantssupporting

confidence: 92%

Effect of WhatsApp-based learning on improving Grade 9 students’ writing composition skills

Almawadeh,

Al-Amad

2023

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The current study explored the effect of using the mobile learning device ‘WhatsApp’ to enhance the writing composition skills of Grade 9 students in Jordanian schools. The present study adopted the experimental research design to compare between the writing composition skills of the control group and the experimental group. The control group comprised 30 students, whereas, the experimental group included 31 students. The experimental group was taught writing composition skills by using WhatsApp-based learning activities, while the control group studied writing composition skills through a conventional method. The elicitation of data was based on using two instruments. The first instrument was a writing composition test that served as a pretest and a posttest. The second instrument was a semi-structured interview of the experimental group’s views on using WhatsApp-based activities in learning writing composition skills. Data analysis was based on the use of paired samples T-Test and the independent samples T-Test. Descriptive statistics was used to account for the experimental group’s responses to the interview questions. The findings indicate better performance in writing composition test by the experimental group compared to the control group. The experimental group also showed positive views towards using WhatsApp activities in learning writing composition skills. The study recommends the integration of mobile learning device of WhatsApp into the teaching of English writing composition.

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Section: Participantssupporting

confidence: 92%

Effect of WhatsApp-based learning on improving Grade 9 students’ writing composition skills

Almawadeh,

Al-Amad

2023

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“…Next, activities that triggered the students' cognitive experience of Exploration (C2) were tasks that enabled students to use a variety of learning resources (Google Translate and its pronunciation audio, YouTube Auto-translate feature (F. R. Hapsari, 2021)), online discussion (Suwartono, 2021), or activities that necessitate them to interact with people outside the class (Santoso, 2021). Exploratory experience was also obtained by giving the students freedom to choose, such as selecting the types of text (email, report, procedural text) that they prefer to prioritize in (Ariebowo, 2021) or choosing the application to make a pamphlet (Muthmainnah, 2020). On the other hand, there were also voices from students stating that they were unmotivated when told to only read articles (Haryanto, 2021) or watch videos of long duration (Anggrarini & Faturokhman, 2021), perhaps suggesting that the sense of exploration was either missing or quickly evaporating.…”

Section: Cognitive Presencementioning

confidence: 99%

“…There were instances when students were still passive despite all the efforts (Santoso, 2021;Sundarwati & Pahlevi, 2021) and hesitant to give negative comments (Prastikawati, 2021). Jokes that went overboard also distracted the class (Muthmainnah, 2020). At other times, teachers did not provide an open communication channel, by, for example, only communicating with the class captain instead of to the whole class (Maulidiawati & Mulyani, 2021) or only relying on LMS without messaging services like WhatsApp .…”

Section: Group Cohesion and Collaborationmentioning

confidence: 99%

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

2022

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Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the “best practices” of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching (“ELT”) practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry (“CoI”) framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of “evidence” of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers’ supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendation for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post-pandemic, on-site learning.

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“…The researchers have used WhatsApp to improve vocabulary of the learners (Bensalem, 2018;Cetinkaya & Sütçü, 2018;Hashemifardnia, Namaziandost, & Rahimi Esfahani, 2018;Jafari & Chalak, 2016), as an instructional tool for teaching EFL writing to second language learners (Justina, 2016;Susanti & Tarmuji, 2016), to learn English idioms (Şahan, Çoban, & Razı, 2016) and to motivate students for reading English as a Second Language (Khan, 2016). Many other researchers such as (Alqahtani, Bhaskar, Vadakalur Elumalai, & Abumelha, 2018;Hamad, 2017;Hassan & Ahmed, 2018;Soria, Gutiérrez-Colón, & Frumuselu, 2020) adopted it as a tool for teaching and learning English, (Ahmed, 2019;Mbukusa, 2018;Ta'amneh, 2017) for reading and writing, (Haron & Rahmat, 2020;Khalil, 2019;Muthmainnah, 2020;Sari & Putri, 2019;Wahyuni & Febianti, 2019) for writing and collaborative writing, (Suhaimi, Mohamad, & Yamat, 2019) for narrative writing, (Songxaba & Sincuba, 2019), for writing essays, for university level English language education (Alqahtani et al, 2018), to reduce EFL speaking anxiety and improve speaking skill and interaction beyond classroom (Han & Keskin, 2016;Sherine, Seshagiri, & Sastry, 2020), to streamline perception and attitude of students towards English language teaching through WhatsApp (Aktas & Can, 2019), to defamiliarise foundation year English learners (Alsowayegh & Garba, 2019), to examine the effect of WhatsApp on critique writing proficiency and perception towards learning (Awada, 2016), and especially with the use of WhatsApp in classroom Cetinkaya, 2017;Fattah, 2015;Hamad, 2017;…”

Section: Introductionmentioning

confidence: 99%

Effects of WhatsApp Based Lessons on Undergraduates’ Writing Accuracy

Rashid

Annamalai²

2023

e-jbl

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Despite the building up of research on the adoption of social media tools in teaching and learning of English especially writing, the differential effects of WhatsApp blended lessons on undergraduates writing accuracy remain unclear. Thus, this study fills in the lacuna by examining how WhatsApp affects undergraduates’ overall writing accuracy. Using a quasi-experimental design, the findings of this mixed method study demonstrate the potentials of WhatsApp in improving students’ writing accuracy. The results were primarily attributed to the ability of WhatsApp to promote interactive and collaborative learning environment which is helpful in learning writing. Nonetheless, some challenges were reported, such as overcorrections and bombardment of text messages. Implications for writing pedagogy and future studies have been discussed.

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EFL-Writing Activities Using WhatsApp Group: Students’ Perceptions during Study from Home

Cited by 3 publications

References 11 publications

Effect of WhatsApp-based learning on improving Grade 9 students’ writing composition skills

Effect of WhatsApp-based learning on improving Grade 9 students’ writing composition skills

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

Effects of WhatsApp Based Lessons on Undergraduates’ Writing Accuracy

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