Mobile Instant Messaging in ESL Teaching (2019-2023) PDF

Vol 13, Issue 12, (2023) E-ISSN: 2222-6990 Mobile Instant Messaging (MIM) as a Tool in Teaching English Among ESL Learners: A Systematic Review (2019–2023) Mageswary Sivajanam Chetti, Harwati Hashim Faculty of Educati...

Vol 13, Issue 12, (2023) E-ISSN: 2222-6990 Mobile Instant Messaging (MIM) as a Tool in Teaching English Among ESL Learners: A Systematic Review (2019–2023) Mageswary Sivajanam Chetti, Harwati Hashim Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Selangor, Malaysia Email: [email protected] Corresponding Author’s Email: [email protected] To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v13-i12/19728 DOI:10.6007/IJARBSS/v13-i12/19728 Published Date: 01 December 2023 Abstract Technology’s proliferation in teaching and learning, specifically in mobile instant messaging (MIM) as a tool has changed the meaning of education around the world. MIM applications have changed the way teachers and learners communicate in a classroom. The impact on ESL learners’ enhancement in learning English has proven that teachers’ exploration on MIM can be widely done in classrooms. However, the reviews on MIM in teaching English is scarce, despite the importance it poses in language teaching and learning. Hence, Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were adopted for reviewing current studies. Using three main journal databases, namely Scopus, Web of Science (WoS) and Educational Resources Database Center (ERIC), 21 articles were extracted out of 750, from 2019 to 2023, taking into consideration of exclusion and inclusion criteria. First, the findings found evidence that WhatsApp is mostly and widely used in teaching and learning. In addition, MIM is perceived as a significant learning platform that can aid in the enhancement of the four language skills (i.e., reading, listening, writing, and speaking) as well as integrated language skills and vocabulary. Besides that, MIM is found to help to increase motivation, increase interaction and lower learners’ language anxiety. In general, this study is useful for future researchers to explore and employ MIM in teaching English among ESL learners. Keywords: Mobile Instant Messaging (MIM), ESL Classrooms, PRISMA, Systematic Literature Review (SLR) Introduction Globalisation around the world has brought new changes and definitions in the education system. The expansion use of Mobile Assisted Language Learning (MALL) in the education has become increasingly popular as mobile devices and the Internet have grown more widely available. From the traditional face-to-face method, MALL focuses on the 141 INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023 teaching and learning with the help of mobile devices such as mobile phones and personal digital assistants (PDA and tablet PCs) without the restrictions of both teachers’ and learners' specific time limits and geographical limitations (Gonulal, 2019; Soria et al., 2020; Traxler & Kukulska-Hulme, 2021). The usage of MALL has become indispensable part of the learning process due to the authenticity and the language learning experience that learners can achieve (Cheng & Chen, 2022). This is in par with the fourth goal of Sustainable Development Goals (SDG) where every learner is entitled for quality and equity in education as well as lifelong learning experiences (Boeren, 2019). Mobile instant messaging (MIM), being a part of MALL makes learning easier because it is quick, non-threatening, tailored and effective. According to Statista, WeChat, Facebook Messenger, and WhatsApp have been the three most popular mobile messaging services in the world since 2020 (Statista, 2020). It was also identified that there were 1300 million WhatsApp users in 2018 and 2000 million in 2020. Furthermore, according to Statista, Malaysia has the second-highest market penetration for WhatsApp after Saudi Arabia (Statista, 2018). According to Attalla et al (2020), this mobile application technology was adopted in Malaysian organisations as a platform for communication and collaboration. Although MIM has been accepted and used widely as an effective learning tool in language classrooms, there are few empirical studies that have examined how MIM is utilised in language learning, thereby leaving a gap. Thus, the purpose of this review is to analyse and synthesise research articles on the use of MIM in English language teaching among ESL learners between the year of 2019 and 2023 in order to answer the following research questions RQ1: What are the types of mobile instant messaging used in teaching English? RQ 2: How is mobile instant messaging implemented in English language teaching? Mobile Instant Messaging (MIM) in Teaching Because of the improved user experience, increased media richness and increased social influence (the willingness to change behaviour or beliefs), using MIM for educational purposes and the levels of social presence demonstrated in the communication both contributed to the manifestation of social presence (Ogara et al., 2014). By examining the MIM interactive content, researchers were able to pinpoint particular social presence indicators such as the disclosure of personal information (Bouhnik & Deshen, 2014), salutations (Miller, 2016), the expression of compliments (Smit & Goede, 2013), the use of humour (Robinson et al., 2015) and the expression of affect (Wang et al., 2016). These researches, which looked at MIM and social presence are primarily descriptive or correlational. Studies on the application of MIM in education have exploded in recent years. The use of MIM in English language teaching and learning has been shown to promote student learning, particularly when it is utilised to facilitate classroom engagement and permit real language exposure and exchange. In terms of pedagogy, teachers have used MIM group as a virtual meeting space where ESL learners can share multimodal resources (Zhang & Xue, 2015), an online tutor platform (Butgereit, 2007) and to support the teaching of English, particularly for the realisation of authentic communication (Fattah, 2015). In addition, MIM acts as a platform for personalised learning and it creates a larger community where learners may exchange ideas and work 142 INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023 together—even discussing sensitive subjects according to (Kim, 2014). Additionally, MIM can be used to promote improved student-teacher interactions (Andujar, 2016). Mobile Instant Messaging (MIM) in English Language Teaching among ESL Learners MIM has also been proven to be a great tool in teaching and learning English among ESL learners (Nasir et al., 2021; Yen et al., 2023). English teachers use MIM as a platform to develop and strengthen learners writing skills. Andujar (2016) explained that by using MIM, the errors made in writing such as grammatical and lexical have reduced tremendously among the learners. Learners’ engagement and enthusiasm are more prominent by applying MIM in writing task compared to the traditional approach of teaching writing (Al-Shehab, 2020). It also provides learners the ability and opportunity to have interaction and discussion with teachers as well as other learners (Jiang, 2016; Tong, 2018). This is similar with findings by Rambe and Chipunza (2013) that MIM helps ESL learners to express their ideas freely through writing at any place and time compared to being in a traditional classroom setting. Listening being an important component in language learning has also helped the learners to enhance the skill with the aid of MIM. Mobility of MIM allows learners to practice listening at anytime and anyplace (Ghee et al., 2019). This is also supported by Kim and Kwon (2012) where the authors added that the originality and proper scaffolding of listening audios have effective impact on ESL learners listening skills. Learners could listen to recording or audios repetitively by downloading and keeping in the phones (Fattah, 2015; Ghee et al., 2019). It also creates an interesting atmosphere for learners to communicate among each other that not only promotes interaction but also a route to improve listening comprehension (Tendiami, 2017). MIM is also used for its immediate response features and chat to help enhancing learners’ reading skills (Napratilora et al., 2020; Silalahi & Pariyanto, 2021). Within the limited time spent in classroom with the learners, it is impossible for teachers to spend a lot of time in enhancing learners’ reading comprehension (George, 2018). Thus, teachers can use MIM to send English texts, real-life materials or short articles that can be accessed by the learners at their own time and space (Bouhnik & Deshen, 2014). Learners in an ESL setting are also able to discuss about the reading materials before the class to have a better understanding and comprehension (Napratilora et al., 2020). Warman (2018) in the study done also added that learners’ motivation to read and understand the text has improved with the help of MIM. It is supported by Rafiq et al (2022) in a study that motivation from teacher helps learners to elevate their language learning. The study by Warman (2018) also revealed that learners managed to gain new vocabularies during discussion with others which led to better grasp of the reading materials. As highlighted in the findings of a study done by Rafiq et al (2022), vocabulary acquisition is a vital part in language learning apart from other skills. Aside from that, many studies investigated the effectiveness of MIM in helping ESL learners to improve speaking skill (Ajid et al., 2018; Binti Mistar & Embi, 2016; Bouhnik & Deshen, 2014; Ghee et al., 2019; So, 2016; Yin, 2016). These studies reported that speaking is an essential tool for learners to acquire because it enables learners to communicate and elicit thought effectively and MIM plays a great role in it. Tendiami (2017) also established that teachers use many features of MIM such as voice notes and recordings to improve learners’ speaking skills. Here, learners are given the freedom to be able to express ideas freely without being judged and it improves learners’ communication skills too. This is in line with the findings by Bouhnik and Deshen (2014) where MIM has proven to assist learners to share 143 INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023 knowledge with peers as well as encouraging cooperation which promotes higher motivation among learners to speak. Hence, MIM could bridge the gap between teachers and learners that could lead to an effective and meaningful learning. Advantages and Challenges of Using MIM Platforms in Education Context The fact that MIM enables real-time communication is one of its key advantages for learners. This allows for fast message reception and response, which would be helpful when collaborating with classmates or working on group assignments (Malecela, 2016; Zhu, 2006). Additionally, group discussions may be started by users of instant messaging, which facilitates in-formation sharing and teamwork (Malecela, 2016; Yin, 2016). The fact that instant messaging is frequently less professional than email is another benefit for learners. As there is less need to utilise formal language and structure, learners may feel more at ease speaking with their teachers and peers (Yin, 2016; Zhang & Xue, 2015). Additionally, instant messaging applications frequently provide a variety of services, including the ability to transfer files, make phone conversations and send images making them a more versatile tool for learners and teachers (So, 2016). Learners that actively participate in sharing, debate and cooperative efforts to resolve disputes via negotiation are engaging in meaningful learning (Rafiq et al., 2022; Yen et al., 2022). Typically, threaded messages are used in asynchronous online discussions. As a result, readers may easily follow the dialogue since a chain of messages will be uploaded as answers and shown visually as a line or tree. Asynchronous online discussion can often result in longer communication times, which makes it inappropriate for activities that call for speed, such hasty group decision-making despite its benefits like temporal flexibility and the possibility for contemplation (Zhu, 2006). Additionally, there are other MIM applications for iOS and Android that are free. Due to this, many learners may access them regardless of their financial background (Tang & Hew, 2017). Besides that, end-to-end encryption is frequently included in instant messaging programmes, adding an extra degree of protection and guaranteeing that the discussion remains secret. While there are numerous advantages to instant messaging for learners, it is important to be aware that there may also be some drawbacks. MIM is one such habit that might keep ESL learners from paying attention in class (Fewkes & McCabe, 2012; Kaufmann & Peil, 2020; Leitch & Warren, 2011). In addition, as communication can be intercepted or hijacked, instant messaging may not be as secure as email (Bouhnik & Deshen, 2014). Teachers and schools should instruct learners on proper instant messaging usage and establish rules on how it should be used to reduce these hazards. In conclusion, learners now often connect with their teachers and peers using MIM. It is frequently more informal than email and enables for real-time contact as well as group discussions. MIM is a flexible and available technology that may be utilised to enhance student cooperation and communication (Nasir et al., 2021; Zhu, 2006). However, it is imperative that educators and institutions create rules for when and how learners should use instant messaging while also educating them on the safe usage. Methodology The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) were used for this systematic literature review. PRISMA consists of four stages, which are known as the identification, screening, eligibility and included. The four stages can be shown 144 INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023 in Figure 1. PRISMA is preferred by researchers as it is simple to comprehend and can be adapted easily to other studies. Thus, stages of the systematic review of this research are as follows: Records identified through IDENTIFICATION database searching Records removed before screening Scopus = 145 Duplicate records removed WoS = 153 (n = 178) ERIC = 452 (n = 750) Articles excluded (n = 507) SCREENING Records screened (n = 572) Excluded: SLR, books/book chapter, proceedings, review articles, non-English articles, published before 2019 Articles excluded (n = 44) ELIGIBILITY Full-text articles assessed for eligibility Excluded: Not related to English in language (n = 65) teaching and learning, Not related to implementation in language teaching INCLUDED Full-text articles included in the systematic review (n = 21) Figure 1. Steps of the systematic review based on PRISMA. Phase 1: Identification In this systematic review the initial step was to search for the articles related to the study. Three databases were compatible and used for this study’s aim; Scopus, Web of Science (WoS) and Educational Resources Information Centre (ERIC). The articles were taken from 2019 to 2023, which is the recent five years. A total of 750 articles were found using these three databases. The key terms used to search for relevant articles were well thought 145 INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH IN BUSINESS AND SOCIAL SCIENCES Vol. 1 3 , No. 12, 2023, E-ISSN: 2 2 2 2-6990 © 2023 and constructed carefully. Words related to mobile instant messaging (MIM) and ESL learners were included. The search string used in all the three databases are as displayed in Table 1 below. Table 1 The terms used to search for relevant articles. Databases Search String Scopus TITLE-ABS-KEY ((“mobile assisted language learning” OR "mobile instant messaging" OR "m-learning" OR "instant messaging”) AND ("language teaching" OR "teaching English" OR "learn English" OR "ESL learner*")) Web of TS=((“mobile assisted language learning" OR "mobile instant messaging" Science OR "m-learning" OR "instant messaging") AND ("language teaching" OR (WoS) "teaching English" OR "learn English" OR "ESL learner*")) ERIC mobile instant messaging and teaching English Phase 2: Screening After identifying the articles, the initial step was to exclude duplicate articles found from the three databases. A total of 178 duplicate articles were removed, resulting in 572 articles for further screening based on the criteria listed in Table 2. During the screening process, 507 articles removed as they did not meet the criteria mentioned. Table 2 Inclusion and exclusion criteria. Criterion Inclusion Exclusion Type of article Journal articles Book, book chapter, proceedings, review articles, SLR Language English Non-English Year 2019 – 2023