EFL Students' Opinions about Learning English Using Telegram App at the University Level
الكلمات المفتاحية:
EFL Students, Opinions, English Instruction, Telegram App
الملخص
EFL students now have more options thanks to the quick advancements in mobile technologies and the appearance of new apps like Telegram. Therefore, the purpose of the current study was to find out how EFL College students felt about using Telegram to learn English. 600 EFL college students—400 females and 200 males—were randomly selected from Jordan's Yarmouk University's English and Translation department for the current study. Data for this inquiry was gathered using a survey questionnaire., which employed a quantitative approach. Based on the statistics, most learners of EFL said Telegram was a useful medium for learning English, especially for the four capabilities of vocabulary and grammar acquisition. The findings of this study might help Jordan's higher education institution modernize its teaching techniques.
المراجع
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39. Setiawan, R., & Wahyuni, N. C. (2017). English talk class-based Telegram (E-talk castle) an innovative and creative strategy to stimulate students’ speaking skills. English Language and Literature International Conference, 1, 195–199. https://doi.org/10.29408/veles.v1i1.389
40. Sey, K., & Em, S. (2023). Attitudes and Perceptions of Using Zoom: A Survey of Cambodian University Students. Jurnal As-Salam, 7(1), 1-15.
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2. Abu-Ayfah, Z. A. (2020). Telegram App in Learning English: EFL Students' Perceptions. English language teaching, 13(1), 51-62.
3. Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Morocco. ELT Journal, 44(1), 3-10.
4. Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on students’ writing skills and attitudes through Telegram application. International Journal of Instruction, 11(3), 433–448. https://doi.org/10.12973/iji.2018.11330a
5. Aghajani, M., & Adloo, M. (2018). The effect of online cooperative learning on students’ writing skills and attitudes through Telegram application. International Journal of Instruction, 11(3), 433–448. https://doi.org/10.12973/iji.2018.11330a
6. Ahmed, M. D. (2015). Can smartphones pave the path toward EFL competence for Saudi college students? Education and Linguistics Research, 1(2), 120. https://doi.org/10.5296/elr.v1i2.8467
7. Aisyah, R. N., Setiawan, S., & Munir, A. (2021). Technological Pedagogical Content Knowledge (TPACK) in Action: Unraveling Indonesian English as a Foreign Language Teachers' TPACK by Implementing Telegram. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 22(3), 17-32.
8. Akobirov, F., & Vokhidova, N. (2018). A new generation of English learners app users.
9. Al Fadda, H., & Al Qasim, N. (2013). From Call to Mall: the effectiveness of podcast on EFL higher education students’ listening comprehension. English Language Teaching, 6(9), 30–41. https://doi.org/10.5539/elt.v6n9p30
10. Al Rousan, R., & Darwish, I. (2023). Self-presentation strategies in Jordanian students’ Instagram profile: does gender make a difference? Onomázein, (60), 147-166.
11. Aladsani, H. K. (2021). University students’ use and perceptions of Telegram to promote effective educational interactions: A qualitative study. International journal of emerging technologies in learning, 16(9), 23-35.
12. Aladsani, H. K. (2021). University students’ use and perceptions of Telegram to promote effective educational interactions: A qualitative study. International journal of emerging technologies in learning, 16(9), 23-35.
13. Almaiah, M. A., Alfaisal, R., Salloum, S. A., Hajjej, F., Shishakly, R., Lutfi, A., ... & Al-Maroof, R. S. (2022). Measuring institutions’ adoption of artificial intelligence applications in online learning environments: Integrating the innovation diffusion theory with technology adoption rate. Electronics, 11(20), 3291.
14. AlMeraj, Z., Abu Doush, I., Alhuwail, D., Shama, S., AlBahar, A., & Al-Ramahi, M. (2023). Access and experiences of Arabic native speakers with disabilities on social media during and after the world pandemic. International Journal of Human–Computer Interaction, 39(4), 923-948.
15. Alqudah, I., Barakat, M., Muflih, S. M., & Alqudah, A. (2021). Undergraduates’ perceptions and attitudes towards online learning at Jordanian universities during COVID-19. Interactive Learning Environments, 1-18.
16. Anderson, P., & Blackwood, A. (2004). Mobile and PDA technologies and their future use in education. JISC Technology and Standards Watch, 4(3), 3-33.
17. Biemer, P. P. (2010). Total survey error: Design, implementation, and evaluation. Public Opinion Quarterly, 74(5), 817-848.
18. Brooks-Lewis, K. A. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied linguistics, 30(2), 216-235.
19. Csete, J., Wong, Y. H., & Vogel, D. (2004). Mobile devices in and out of the classroom. In EdMedia+ Innovate Learning (pp. 4729-4736). Association for the Advancement of Computing in Education (AACE).
20. Gangaiamaran, R., & Pasupathi, M. (2017). Review on the use of mobile apps for language learning. International Journal of Applied Engineering Research, 12(21), 11242–11251.
21. Ghaemi, F., & Golshan, N. S. (2018). The impact of Telegram as a social network on teaching English vocabulary among Iranian intermediate EFL learners. International Journal of Information and Communication Sciences, 2(5), 86. https://doi.org/10.11648/j.ijics.20170205.15
22. Ghobadi, S., & Taki, S. (2018). Effects of Telegram stickers on English vocabulary learning: focus on Iranian EFL learners. Research in English Language Pedagogy, 6(1), 139–158.
23. Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of the flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293.
24. Harasim, L. (2000). Shift happens Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41-61.
25. Haynes, J. (2007). Getting started with English language learners: How educators can meet the challenge. ASCD.
26. Hazaea, A. N., & Alzubi, A. A. (2016). The Effectiveness of using mobile on EFL learners’ reading practices in Najran university. English Language Teaching, 9(5), 8. https://doi.org/10.5539/elt.v9n5p8
27. Heidari Tabrizi, H., & Onvani, N. (2018). The impact of employing telegram app on Iranian EFL beginners’ vocabulary teaching and learning. Applied Research on the English Language, 7(1), 1-18.
28. Hung, H. T., & Yuen, S. C. Y. (2010). Educational use of social networking technology in higher education. Teaching in higher education, 15(6), 703-714.
29. Jordan, K. (2023). How can messaging apps, WhatsApp, and SMS be used to support learning? A scoping review. Technology, Pedagogy and Education, 32(3), 275-288.
30. Khairunnisa, S. R., & Nurmalasari, N. (2023). Persepsi Siswa tentang Bagaimana M-Learning Meningkatkan Pemahaman Membaca. Jurnal Dieksis ID, 3(1), 1-13.
31. Khasawneh, M. A. S. (2023). Emerging Trends In Ict Utilization For Social Informatics Research: A Saudi Arabian And Jordan Perspective. Journal of Namibian Studies: History Politics Culture, 35, 2073-2093.
32. Kumaravadivelu, B. (2003). A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
33. Landau, S., & Lubin, A. (2020). Harvard National Security Journal/Vol. 1.
34. Lems, K., Miller, L. D., & Soro, T. M. (2009). Teaching reading to English language learners: Insights from linguistics. Guilford Press.
35. Malkawi, N., Rababah, M. A., Al Dalaeen, I., Ta'amneh, I. M., El Omari, A., Alkhaldi, A. A., & Rabab'ah, K. (2023). Impediments of using e-learning platforms for teaching English: A case study in Jordan. International Journal of Emerging Technologies in Learning (Online), 18(5), 95.
36. Naderi, S., & Akrami, A. (2018). EFL learners’ reading comprehension development through MALL: Telegram groups in focus. International Journal of Instruction, 11(2), 339–350. https://doi.org/10.12973/iji.2018.11223a
37. Qaqish, E., Aranki, A., & Etaiwi, W. (2023). Sentiment analysis and emotion detection of post-COVID educational Tweets: Jordan case. Social Network Analysis and Mining, 13(1), 39.
38. Abu Sa'aleek, R., & Baniabdelrahman, A. (2021). The Effect of Gamification on Jordanian EFL Sixth Grade Students’ Reading Comprehension. International Journal of Education and Training (InjET), 6 (1), 1-11.
39. Setiawan, R., & Wahyuni, N. C. (2017). English talk class-based Telegram (E-talk castle) an innovative and creative strategy to stimulate students’ speaking skills. English Language and Literature International Conference, 1, 195–199. https://doi.org/10.29408/veles.v1i1.389
40. Sey, K., & Em, S. (2023). Attitudes and Perceptions of Using Zoom: A Survey of Cambodian University Students. Jurnal As-Salam, 7(1), 1-15.
41. Van Lier, L. (Ed.). (2004). The ecology and semiotics of language learning: A sociocultural perspective. Dordrecht: Springer Netherlands.
42. Xodabande, I. (2017). The effectiveness of social media network telegram in teaching English language pronunciation to Iranian EFL learners. Cogent education, 4(1), 1347081.
منشور
2023-11-18
كيفية الاقتباس
Hamza Al Maharma, & Rami Abusa’aleek. (2023). EFL Students’ Opinions about Learning English Using Telegram App at the University Level. International Journal on Humanities and Social Sciences, (51), 165-185. https://doi.org/10.33193/IJoHSS.51.2023.643
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2023 Hamza Al Maharma , Rami Abusa’aleek
هذا العمل مرخص حسب الرخصة Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
