WhatsApp Mobile Tool in Second Language Learning: Opportunities, Potentials and Challenges in Higher Education Settings in Tanzania

Abstract

Teaching large classes interactively has always been posing great challenges to language teachers in many of the developing countries. This study sought to explore whether the blending of WhatsApp Social Networking Tool (WSNT) in English Second Language (L2) learning class would make the class more interactive. Specifically, the study investigated roles and extent to which WSNT helps in the improvement of English Proficiency. Further, it explored advantages and challenges of using the tool in L2 learning. The study was conducted at one university involving first year undergraduate students who were pursuing different programs, and English grammar course was a compulsory course to them. WSNT was blended in grammar course for a period of one semester. Thereafter, evaluation forms and WhatsApp discussion board were used in data collection. It was realised that the tool plays a great role to the largest extent in helping students learn English interactively and collaboratively. In respect to advantages and challenges, it was reflected that the benefits of blending WSNT in L2 classroom far outweigh the challenges. This implies that WSNT does much good than harm on student's L2 learning and development. The study concludes that WSNT can be fully utilised for education purposes. The government is therefore urged to provide loans to university students for online mobile learning tools as part of their special faculty requirements. Also, instructors are recommended to adapt the tool synchronously in their courses because the tool is effective at creating interactive learning environment.

Utilizing WhatsApp Application in English Language Learning Classroom

“…The first obstacle is large classes where students and teachers are not directly proportional. As expressed by experts that teaching large classes interactively has always been posing great challenges to language teachers in many of the developing countries (W. Mwakapina, S. Mhandeni, & S. Nyinondi, 2016). In this case, sometime, a teacher should teach for more than 50 students in one class with various abilities and characteristics.…”

“…One of the technological tools that have been so influential among the teacher and their students is WhatsApp (W. Mwakapina et al, 2016). Since the internet facility is required for using WhatsApp, lots of information can also be accessed in real-time, and sharing that information through technology is both instantaneous and convenience (Gon & Rawekar, 2017).…”

The Use of WhatsApp in Collaborative Learning to Improve the Reading Skill Among University Students: A Case Study of Saudi Students of English at the University of Jeddah

“…For that case, they are much likely to participate more and learn more" (Mwakapina & Mhandeni, 2016, p. 38). Mwakapina and Mhandeni (2016) aimed to study what learners consider to be the advantages of WhatsApp and challenges in utilizing it. They came up with the following notes.…”

WhatsApp: An Online Platform for University-Level English Language Education

“…Such experiences might lead to learning L2 and broaden students' understanding of subject matter taught in the classroom. They create a feasible ambience by giving scope for the students to interact collaboratively concerning clarity, peer assessment, and other language-related perspectives (Mwakapina, Mhandeni, & Nyinondi, 2016).…”