The Use of Mobile Instant Messaging in English Language Teaching: The Case of South Korea

Abstract

While learning management systems and video conferencing platforms have become a pivotal means for implementing emergency remote learning during the COVID-19 pandemic, the integration of mobile technologies into online teaching has been largely recommended in order to create an interactive educational environment. Focusing on the case of an English Language Program in South Korea, this study investigates the actual use of mobile instant messaging (MIM) applications as a learning aid in online language classrooms and how this was implemented in creating interactive language learning environments during the current outbreak. Based on a questionnaire survey collected from 979 students, it then compares students’ level of perceived satisfaction with their language learning and communication in online language classrooms between the group of students that used MIM during instruction and the group that did not. The discussion presented in this paper provides language educators, school administrators and policymakers at all levels with practical suggestions and ideas to consider, given that our daily communication has become highly dependent on and is increasingly mediated by mobile digital communication technologies and new media.

Mobile Instant Messaging (MIM) as a Tool in Teaching English Among ESL Learners: A Systematic Review (2019–2023)

“…Table 5 below displays the language skills focused on in utilising MIM in English language teaching. Chung & Choi (2023) Based on the data obtained in Table 5 it is evident that most of the implementation of MIM in English language teaching are based on speaking skills followed by writing skills and vocabulary. There are a total of 9 articles that discusses speaking as a skill that is focused in their research (Albogami & Algethami, 2022;Fitriani, 2020;Garcia-Ponce et al, 2023;Imamyartha et al, 2022;Karthika & Selvam, 2022;Makoe & Shandu, 2019;Martínez & Appel, 2020;Martínez & Appel, 2022;Noni & Basri, 2019).…”

“…The findings are presented as below. Ghorbani & Ebadi (2020) Kakao Talk Chung & Choi (2023) Based on Table 4, a total of 18 research articles demonstrated that WhatsApp is the favoured MIM used in teaching English (Alamer et al, 2023;Albogami & Algethami, 2022;Almogheerah, 2021;Alubthane & ALYoussef, 2021;Arifani et al, 2020;Cetinkaya & Sutcu, 2019;Cetinkaya, 2020;Fitriani, 2020;Garcia-Ponce et al, 2023;Imamyartha et al, 2022;Karthika & Selvam, 2022;Makoe & Shandu , 2019;Makoza & Bagui, 2022;Martínez & Appel, 2020;Martínez & Appel, 2022;Menggo et al, 2023;Noni & Basri, 2019;Suhaimi et al, 2019). It is supported by Alamer et al (2023) that WhatsApp is indeed a great tool in helping ESL learners to learn and master all the language skills.…”

“…It is supported by Alamer et al (2023) that WhatsApp is indeed a great tool in helping ESL learners to learn and master all the language skills. However, a study done by Chung & Choi (2023) showed that Kakao Talk is the preferred MIM tool in the medium of instruction in the classroom. According to Ghorbani & Ebadi (2020), the study showed that Telegram is utilised to teach English.…”

“…There are a total of 9 articles that discusses speaking as a skill that is focused in their research (Albogami & Algethami, 2022;Fitriani, 2020;Garcia-Ponce et al, 2023;Imamyartha et al, 2022;Karthika & Selvam, 2022;Makoe & Shandu, 2019;Martínez & Appel, 2020;Martínez & Appel, 2022;Noni & Basri, 2019). The research also includes other components such as motivation and anxiety as well as interaction and feedback tool (Alamer et al, 2023;Alubthane & ALYoussef;2021;Chung & Choi, 2023). One of the main reasons speaking skills is implemented and favoured the most in language teaching is the interactive environment that the MIM creates between learners (Fitriani, 2020;Karthika & Selvam, 2022;Martínez & Appel, 2020).…”

“…The use of MIM has also proven been a great tool in giving feedback to learners. Chung and Choi (2023) highlighted in the study that Kakao Talk was used by the teachers to give personalised feedback to the learners as guidance and support. Besides that, it was also found that learners preferred using Kakao Talk as it was safer and less formal compared to being in a physical classroom.…”