A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context

Hulya Avci,Tufan Adiguzel

doi:10.19173/irrodl.v18i7.3261

Abstract

As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for “optimal” conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students. Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work.

Highlights

The broad use of mobile devices influences teaching and learning by enabling more flexible environments where learners can learn and practice anywhere and anytime
This study aimed to address the overarching research question: “What is the effect of integrating WhatsApp mobile app into a group project work in out-of-school setting on English as a Foreign Language (EFL) students’ language learning process?” Regarding the lack of specific studies on the variation of authentic language learning experiences in Mobile-Blended Collaborative Learning (MBCL), as well as instant feedback via WhatsApp, this study might suggest practical implications for: (a) ensuring more opportunities of learner participation outside the school walls, (b) exploiting the benefits of colloquial or spontaneous language use in MBCL setting, and (c) enriching teaching models in different contexts for higher education EFL teachers
This study aimed to investigate the effect of using instant messaging application enabling instant feedback throughout the process of project work on the EFL prep school students’ language improvement in a mobile-blended learning setting

Summary

Introduction

The broad use of mobile devices influences teaching and learning by enabling more flexible environments where learners can learn and practice anywhere and anytime. A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context Avci and Adiguzel use these technologies at school (Sefton-Green, Nixon, & Erstad, 2009). The use of mobile technologies has been influencing both modern communication ways and foreign language learning since situations which are rooted in daily life affect language itself (Ogata & Yano, 2005). Mobile technologies enable blending formal and informal learning by readjusting the present learning settings, which can result in improving students’ learning skills and experiences inside and out of school (Faux, McFarlane, Roche, & Facer, 2006; Linsey, Panayiotidis, & Ooms, 2008). A report by Kukulska-Hulme, Sharples, Milrad, Arnedillo-Sanchez, and Vavoula (2009) highlighted the recent mobile learning projects conducted both in formal and informal learning environments have reinforced the evolution of technology-enhanced learning from a different standpoint. Mobile learning projects build a bridge between formal and informal learning, and incorporate a small or wider online learning community including participation of teachers and family in various modes of interaction

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