Impact of Using WhatsApp and Facebook on Learners' Performance in ESP Contexts at Private Yemeni Universities
Keywords:
extent, WhatsApp, Facebook, ESP contexts, impact, learning performance
Abstract
The present study aimed at exploring the extent to which WhatsApp (WA) and Facebook (FB) are used in ESP (English for Specific Purposes) contexts and their impact on ESP students' learning performance. To achieve this objective, two questionnaires and a semi-structured interview were developed. Due to Covid-19 restrictions, the questionnaires were administered online to a sample of 13 ESP male and female teachers and 406 ESP male and female students from eight Private Yemeni universities in Amanat Al Asimah and from four disciplines: engineering, computing and information technology, business, and medicine. The interviews with the teachers were also conducted via phone due to the restrictions imposed because of Covid-19.While SPSS was used to analyse the quantitative data, thematic analysis was used to analyse the qualitative data. The results of the study revealed that teachers' use and students' use of WA and FB in ESP contexts was moderate. The impact of WA and FB on students' learning performance was moderate from teachers' perspective while it was high from students' perspective. There was also a strong correlation between using WA and FB in ESP contexts and their impact on students' learning performance. The study recommended that universities train their teachers to use these applications and add a requirement course focusing on using technology tools for teaching and learning English language.
References
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Alhawiti, M. (2015). The effect of mobile language learning on ESP students' achievement. Journal of Modern Education Review, 5(3), 272-282. https://doi.org/10.15341/jmer(2155-7993)/03.05.2015/007
Al-Jabri, I. M., Sohail, M. S., & Ndubisi, N. O. (2015). Understanding the use of global social networking sites by Arabs through the lens of uses and Gratification Theory. Journal of Service Management, 26(4), 662 -680. https://doi.org/10.10.1108/JOSM-01-2015-0037
Allagui, B. (2014). Writing through WhatsApp: An evaluation of students writing performance. International Journal of Mobile Learning and Organization,8(34), 216-231. https://doi.org/10.1504/IJMLO.2014.067022
Alqasham, F. H. (2018). Exploring Saudi EFL learners' agency towards the use of WhatsApp for English learning at Qassim University. International Journal of Linguistics, 10(6), 10-43. https://doi.org/10.5296/ijl.v10i6.13857
Alzahrani, H. (2015). Examining the effectiveness of utilising mobile technology in vocabulary development for language learners. Arab World English Journal, 6(3), 108 -119. https://doi.org/10.24093/awej/vol6no3.7
Asraf, R., & Supian, N. (2017). Metacognition and mobile-assisted vocabulary learning. Arab World English Journal, 8(2). https://doi.org/10.24093/awej/vo18no2.2
Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Cogent Education, 3. https://doi.org/10.1080/2331186x.2016.1264173
Ayuningtyas, P. (2018). WhatsApp: Learning on the Go. Metathesis: Journal of English Language Literature and Teaching, 2(2), 159-170. https://doi.org/10.31002/metathesis.v2i2.629
Barhoumi, C. (2015). The Effectiveness of WhatsApp mobile learning activities guided by Activity Theory on students' knowledge management. Contemporary Educational Technology, 6(3).
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Blair, R. (2014). Integration of education: Using social media networks to engage students. Systemics, Cybernetics and Informatics, 12.
Block, E. S., & Erskine, L. (2012). Interviewing by telephone: Specific considerations, opportunities, and challenges. International Journal of Qualitative Methods, 11(4), 428-443. https://doi.org/10.1177%2f160940691201100409
Bouhnik, D., & Doshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information TechnologyEducation, 13. https://doi.org/10.28945/2051
Bull, G., & Hammond. T. (2008). The Future of e-learning in schools. In H. H.Adelsberger, K. Pawlowski, & D. Sampson (Eds), Handbook on information technologies for education and training (p.351). Verlag Heidelberg, Ny: Springer.
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Castrillo, M. D., Martinje, E., & Barcena, E. (2014). Mobile-based chatting for meaning negotiation in foreign language learning. 10thInternationalConference on Mobile Learning. International Association for Development of Information society (pp. 49-59).
Chairat, P. (2018). The potential benefits of Internet-based Learning in Thai EFL context. The Asian ESP Journal, 14(4), 62-66.
Chen, J., & Chia, K. (2017). Using technology as a vehicle to increase the study of English for cosmetic purposes(ECP) in ESL Classroom. International Conference on ESP, New Technology and Digital Learning. The Hong Kong Polytechnic University. Retrieved from https://www.polyu.edu.hk/engl/event/ESP2017
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Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Dashtestani, R., & Stojkovic, N. (2015). The use of technology in English for specific purposes (ESP) instruction: A Literature Review. The Journal of Teaching English for Specific and Academic Purposes, 3(3), 435-456.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press.
Eid, M. I., & Al-Jabri, I. M. (2016). Social networking knowledge sharing, and student learning: The case of university students. Computers & Education, 99, 14-27. https://doi.org/10.1016/j.compedu.2016.04.007
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences (1st ed(.. Basic Books.
Ghani, M. (2015). Using Facebook in teaching and learning English. ICLLC 92.
Hoesein, E. M. (2018). Innovative Web 2.0 tools in English as a foreign language (EFL) instructions: A case study of professional development program. The Asian ESP Journal, 14(6) , 81-85.
Hutchinson, T., & Waters, A. (1987). English for specific purposes. New York: Cambridge University Press.
Jain, J., Eddy Luaran, J., & Rhaman, N. A. (2016). Learning beyond the walls: The role of WhatsApp groups. In E.J. Luaran, J. Sardi, A. Aziz, & A. N. Alias (Eds.), Envisioning the future of online learning: Selected papers from the International Conference on e-Learning 2015(pp.447-457). Singapore: Springer Singapore.
Jin, C. (2013). The Perspective of a revised TRAM on social capital building: The case of Facebook usage. Information & Management, 50, 162-168. https://doi.org/10.1016/j.im.2013.03.002
Khalaf, K. (2017). The effect of e-mail and WhatsApp on Jordanian EFL students' reading skill. Arab World English Journal, 8(2), 228-237. https://doi.org/10.2493/awej/vol8no2.16
Lacey, A., & Gerrish, K. (2010). The research process in nursing. Blackwell Publishing Ltd.
Lai, K. (2015). Knowledge construction in online learning communities: A case study of a doctoral course. Studies in Higher Education,40(4). https://doi.org/10.1080/03075079.2013.831402
Lattery, M., & Lalman, C. S. (2020). Development of student understanding: Focus on science education. Frontiers Research Topics.
Liu, D. (2015). A critical review of Krashen's input hypothesis: Three major arguments. Journal of Education and Human Development, 4(4), 139-146.
Macfie, B. P., & Nufrio, P. M. (2006). Applied statistics for public policy. M.E.Sharpe.
Mbukusa, N. (2018). Perceptions of students' on the use of WhatsApp in teaching methods of English as second language at the University of Namibia. Journal of Curriculum and Teaching, 7(2). https://doi.org/10.5430/jct.v7n2p112
Minalla, A. (2018). The Effect of WhatsApp chat group in enhancing EFL learners' verbal interaction outside classroom contexts .English Language Teaching, 11(3), 1-7. https://doi.org/10.5539/elt.v11n3p1
Mustafa, E. (2018). The impact of You Tube, Skype and WhatsApp in improving EFL learners' speaking skill. International Journal of Contemporary Applied Researches, 5(5), 18-31.
Mwakapina, Job W. (2016).WhatsApp mobile tool in second language learning: Opportunities, potentials and challenges in higher education settings in Tanzania. International Journal of English Language Education, 4(2). https://doi.org/10.5296/ijele.v4i2.9711
Napoleoncat. (2019). Facebook users in Yemen. Napoleoncat. Retrieved from https://napoleoncat.com/stats/facebook-users-in-Yemen/2019/02.
Prabhu, N. (1990). There is no best method-why? TESOL Quarterly, 24(2), 161-176. https://doi.org/10.2307/3586897
Rashid, R. A., & Rahman, M. F. (2014). Social networking sites for online mentoring and creativity enhancement. International Journal of Technology Enhanced Learning, 6(1), 34-45. https://doi.org/10.1504/IJTEL.2014.060024
Raza, S. A., Qazi, W., & Umer, A. (2017). Facebook is a source of social capital building among university students: Evidence from a developing country. Journal of Educational Computing Research, 55(3), 295-322. https://doi.org/10.1177/0735633116667357
Rodliyah, R. (2016). Using a Facebook closed group to improve EFL students' writing. TEFLIN Journal, 27(1).
Shamsi, A. F., Altaha, S., & Gilanlioglu, I. (2019). The Role of e-learning in decreasing speaking anxiety for EFL learners. International Journal of Linguistics, Literature and Translation (IJLLT), 2(1). https://doi.org/10.32996/ijllt.2019.2.1.34
Siemens, G., & Weller, M. (2011). Higher education and the promises and perils of social network. Revista de Universidad y Sociedad del Conocimiento, 8(1), 164-170.
Susilo, A. (2014). Exploring Facebook and WhatsApp as supporting social network applications for English learning in higher education. Applications of English Learning in Higher Education, 2, 10-24.
Ta'amneh, M. A. (2017). The Effect of using WhatsApp Messenger in learning English language among university students. International Research in Education, 5(1), 143-151. https://doi.org/10.5296/ire.v5i1.10801
Tarmuji, A. (2016). Techniques of optimizing WhatsApp as an instructional tool for teaching EFL writing in Indonesian senior high schools. International Journal on Studies in English Language and Literature, 4(10), 26-31. https://doi.org/10.20431/2347-3134.0410005
Thorpe, R. (2017). Changing Feedback through technology: Effective uses of audio commentary in an ESP context. International conference on ESP, New technology and digital learning. The Hong Kong Polytechnic University.
Vygotsky, L. S. (1978). Interaction between learning and development. In M.Cole, V. John- Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological process (pp.79-91). Cambridge, MA: Harvard University Press.
Wilson, C. (2013). Interview techniques for UX practitioners: A user-centereddesign method. ELSEVIER
Yeboah, J., & Ewur, G. (2014). The impact of WhatsApp Messenger usage on students performance in tertiary institutions in Ghana. Journal of Educational Practice, 5(6).
Zivkovic, S. (2016). The ESP technology-supported learning environment. European Journal of Social Sciences Education and Research, 3(2), 198-206.
Ahmed, S. T. S. (2019). Chat and learn: Effectiveness of using WhatsApp as a pedagogical tool to enhance EFL learners reading and writing Skills. International Journal of English Language and Literature Studies, 8(2), 61-69.
Ajid, L. H., Reni, R., Yunita, D. U., & Dwi, S. (2018). The use of WhatsApp in collaborative learning to improve English teaching and learning process. International Journal of Research Studies in Educational Technology, 7(5), 29-35. https://doi.org/10.5861/ijrset.2018.3004
Albladi, S. M., & Weir, G. (2018). A Semi-automated Security Advisory System to Resist Cyber-attack in Social Networks. In N. Ngugen, E. Pimenidis, Z. Khan & B. Trawinski (Eds.), Computational collective intelligence (p.149). Springer.
Alenazi, A. (2018). WhatsApp Messenger as a learning tool: An investigation of pre-service teachers' learning without instructor presence. Journal of Education and Training Studies, 6(1). https://doi.org/10.11114/jet.v6il.2684
Alhawiti, M. (2015). The effect of mobile language learning on ESP students' achievement. Journal of Modern Education Review, 5(3), 272-282. https://doi.org/10.15341/jmer(2155-7993)/03.05.2015/007
Al-Jabri, I. M., Sohail, M. S., & Ndubisi, N. O. (2015). Understanding the use of global social networking sites by Arabs through the lens of uses and Gratification Theory. Journal of Service Management, 26(4), 662 -680. https://doi.org/10.10.1108/JOSM-01-2015-0037
Allagui, B. (2014). Writing through WhatsApp: An evaluation of students writing performance. International Journal of Mobile Learning and Organization,8(34), 216-231. https://doi.org/10.1504/IJMLO.2014.067022
Alqasham, F. H. (2018). Exploring Saudi EFL learners' agency towards the use of WhatsApp for English learning at Qassim University. International Journal of Linguistics, 10(6), 10-43. https://doi.org/10.5296/ijl.v10i6.13857
Alzahrani, H. (2015). Examining the effectiveness of utilising mobile technology in vocabulary development for language learners. Arab World English Journal, 6(3), 108 -119. https://doi.org/10.24093/awej/vol6no3.7
Asraf, R., & Supian, N. (2017). Metacognition and mobile-assisted vocabulary learning. Arab World English Journal, 8(2). https://doi.org/10.24093/awej/vo18no2.2
Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Cogent Education, 3. https://doi.org/10.1080/2331186x.2016.1264173
Ayuningtyas, P. (2018). WhatsApp: Learning on the Go. Metathesis: Journal of English Language Literature and Teaching, 2(2), 159-170. https://doi.org/10.31002/metathesis.v2i2.629
Barhoumi, C. (2015). The Effectiveness of WhatsApp mobile learning activities guided by Activity Theory on students' knowledge management. Contemporary Educational Technology, 6(3).
Barnes, M. ( 2017). Encouraging communications through the use of educational social media tools. In Tafazoli, D., & Romera, M. (Eds.), Multiculturalism and technology-enhanced language learning (p.1). USA: IGI Global. https://doi.org/10.4018/978-1-5225-1882-2.ch001
Bateman, P. (2008). The African Virtual University. In H. H.Adelsberger, K. Pawlowski, & D. Sampson (Eds.), Handbook on information technologies for education and training(p.441). Verlag Heidelberg, Ny: Springer.
Battaglia, L. S. (n.d.). Yemen: Social networks. MediaLandscape. Retrieved from https://medialangdscapes.org/country/Yemen/media/social-networks
Bhatia, V., Anthony, L., & Noguchi, J. (2011). ESP in the 21st century: ESP theory and application. JACET 50th Commemorative Convention. Retrieved from https://www.researchgate.net/publication/267631524
Blair, R. (2014). Integration of education: Using social media networks to engage students. Systemics, Cybernetics and Informatics, 12.
Block, E. S., & Erskine, L. (2012). Interviewing by telephone: Specific considerations, opportunities, and challenges. International Journal of Qualitative Methods, 11(4), 428-443. https://doi.org/10.1177%2f160940691201100409
Bouhnik, D., & Doshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information TechnologyEducation, 13. https://doi.org/10.28945/2051
Bull, G., & Hammond. T. (2008). The Future of e-learning in schools. In H. H.Adelsberger, K. Pawlowski, & D. Sampson (Eds), Handbook on information technologies for education and training (p.351). Verlag Heidelberg, Ny: Springer.
Cargan, L. (2007). Doing social research. New York: Rowman & Littlefield Publishers, INC.
Castrillo, M. D., Martinje, E., & Barcena, E. (2014). Mobile-based chatting for meaning negotiation in foreign language learning. 10thInternationalConference on Mobile Learning. International Association for Development of Information society (pp. 49-59).
Chairat, P. (2018). The potential benefits of Internet-based Learning in Thai EFL context. The Asian ESP Journal, 14(4), 62-66.
Chen, J., & Chia, K. (2017). Using technology as a vehicle to increase the study of English for cosmetic purposes(ECP) in ESL Classroom. International Conference on ESP, New Technology and Digital Learning. The Hong Kong Polytechnic University. Retrieved from https://www.polyu.edu.hk/engl/event/ESP2017
Chiroma, H., Shuib, N., Abubakar, A., Zeki, A., Gital, A., Herawan, T., & Abawajy, J. (2016). Advances in teaching and learning on Facebook in higher institutions. IEEE, 5. https://doi.org/10.1109/ACCESS.2016.2643682
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Dashtestani, R., & Stojkovic, N. (2015). The use of technology in English for specific purposes (ESP) instruction: A Literature Review. The Journal of Teaching English for Specific and Academic Purposes, 3(3), 435-456.
Dudley-Evans, T., & St. John, M. J. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press.
Eid, M. I., & Al-Jabri, I. M. (2016). Social networking knowledge sharing, and student learning: The case of university students. Computers & Education, 99, 14-27. https://doi.org/10.1016/j.compedu.2016.04.007
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences (1st ed(.. Basic Books.
Ghani, M. (2015). Using Facebook in teaching and learning English. ICLLC 92.
Hoesein, E. M. (2018). Innovative Web 2.0 tools in English as a foreign language (EFL) instructions: A case study of professional development program. The Asian ESP Journal, 14(6) , 81-85.
Hutchinson, T., & Waters, A. (1987). English for specific purposes. New York: Cambridge University Press.
Jain, J., Eddy Luaran, J., & Rhaman, N. A. (2016). Learning beyond the walls: The role of WhatsApp groups. In E.J. Luaran, J. Sardi, A. Aziz, & A. N. Alias (Eds.), Envisioning the future of online learning: Selected papers from the International Conference on e-Learning 2015(pp.447-457). Singapore: Springer Singapore.
Jin, C. (2013). The Perspective of a revised TRAM on social capital building: The case of Facebook usage. Information & Management, 50, 162-168. https://doi.org/10.1016/j.im.2013.03.002
Khalaf, K. (2017). The effect of e-mail and WhatsApp on Jordanian EFL students' reading skill. Arab World English Journal, 8(2), 228-237. https://doi.org/10.2493/awej/vol8no2.16
Lacey, A., & Gerrish, K. (2010). The research process in nursing. Blackwell Publishing Ltd.
Lai, K. (2015). Knowledge construction in online learning communities: A case study of a doctoral course. Studies in Higher Education,40(4). https://doi.org/10.1080/03075079.2013.831402
Lattery, M., & Lalman, C. S. (2020). Development of student understanding: Focus on science education. Frontiers Research Topics.
Liu, D. (2015). A critical review of Krashen's input hypothesis: Three major arguments. Journal of Education and Human Development, 4(4), 139-146.
Macfie, B. P., & Nufrio, P. M. (2006). Applied statistics for public policy. M.E.Sharpe.
Mbukusa, N. (2018). Perceptions of students' on the use of WhatsApp in teaching methods of English as second language at the University of Namibia. Journal of Curriculum and Teaching, 7(2). https://doi.org/10.5430/jct.v7n2p112
Minalla, A. (2018). The Effect of WhatsApp chat group in enhancing EFL learners' verbal interaction outside classroom contexts .English Language Teaching, 11(3), 1-7. https://doi.org/10.5539/elt.v11n3p1
Mustafa, E. (2018). The impact of You Tube, Skype and WhatsApp in improving EFL learners' speaking skill. International Journal of Contemporary Applied Researches, 5(5), 18-31.
Mwakapina, Job W. (2016).WhatsApp mobile tool in second language learning: Opportunities, potentials and challenges in higher education settings in Tanzania. International Journal of English Language Education, 4(2). https://doi.org/10.5296/ijele.v4i2.9711
Napoleoncat. (2019). Facebook users in Yemen. Napoleoncat. Retrieved from https://napoleoncat.com/stats/facebook-users-in-Yemen/2019/02.
Prabhu, N. (1990). There is no best method-why? TESOL Quarterly, 24(2), 161-176. https://doi.org/10.2307/3586897
Rashid, R. A., & Rahman, M. F. (2014). Social networking sites for online mentoring and creativity enhancement. International Journal of Technology Enhanced Learning, 6(1), 34-45. https://doi.org/10.1504/IJTEL.2014.060024
Raza, S. A., Qazi, W., & Umer, A. (2017). Facebook is a source of social capital building among university students: Evidence from a developing country. Journal of Educational Computing Research, 55(3), 295-322. https://doi.org/10.1177/0735633116667357
Rodliyah, R. (2016). Using a Facebook closed group to improve EFL students' writing. TEFLIN Journal, 27(1).
Shamsi, A. F., Altaha, S., & Gilanlioglu, I. (2019). The Role of e-learning in decreasing speaking anxiety for EFL learners. International Journal of Linguistics, Literature and Translation (IJLLT), 2(1). https://doi.org/10.32996/ijllt.2019.2.1.34
Siemens, G., & Weller, M. (2011). Higher education and the promises and perils of social network. Revista de Universidad y Sociedad del Conocimiento, 8(1), 164-170.
Susilo, A. (2014). Exploring Facebook and WhatsApp as supporting social network applications for English learning in higher education. Applications of English Learning in Higher Education, 2, 10-24.
Ta'amneh, M. A. (2017). The Effect of using WhatsApp Messenger in learning English language among university students. International Research in Education, 5(1), 143-151. https://doi.org/10.5296/ire.v5i1.10801
Tarmuji, A. (2016). Techniques of optimizing WhatsApp as an instructional tool for teaching EFL writing in Indonesian senior high schools. International Journal on Studies in English Language and Literature, 4(10), 26-31. https://doi.org/10.20431/2347-3134.0410005
Thorpe, R. (2017). Changing Feedback through technology: Effective uses of audio commentary in an ESP context. International conference on ESP, New technology and digital learning. The Hong Kong Polytechnic University.
Vygotsky, L. S. (1978). Interaction between learning and development. In M.Cole, V. John- Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological process (pp.79-91). Cambridge, MA: Harvard University Press.
Wilson, C. (2013). Interview techniques for UX practitioners: A user-centereddesign method. ELSEVIER
Yeboah, J., & Ewur, G. (2014). The impact of WhatsApp Messenger usage on students performance in tertiary institutions in Ghana. Journal of Educational Practice, 5(6).
Zivkovic, S. (2016). The ESP technology-supported learning environment. European Journal of Social Sciences Education and Research, 3(2), 198-206.
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