Evaluating a mobile instant messaging tool for efficient large-class speaking instruction

Abstract

The overarching goal of this design-based research was to explore WhatsApp’s potential for facilitating and supporting speaking and pronunciation instruction in an EFL large-class speaking course. More specifically, this paper explored the perceived learning outcomes of WhatsApp-supported pedagogy in large English-speaking classes. Ninety-nine English students practiced their English by recording themselves, listening to the recordings, and comparing their recordings to native speakers’ pronunciation. When satisfied with the quality, they sent their own recordings to a five-member WhatsApp group made up of their classmates. The recordings involved speed reading, singing a song or reading the lyrics aloud, tongue twisters, and making a video summary. Students listened to the recordings of the other four group members and provided feedback on pronunciation. The data were collected via an open-ended survey and individual and focus-group interviews. Qualitative content analysis of the data indicated that the vast majority of the participants reacted positively and mentioned the following major contributions to large speaking classes: (1) educational affordances for pronunciation, speaking, motivation, vocabulary, and reading; and (2) technological affordances, i.e. ease of use and accessibility. The adopted approach supported speaking and pronunciation instruction, specifically through instructor and peer feedback, speed reading, and ease of access. The paper concludes that it is rewarding to unravel WhatsApp’s potential as a mobile instant messaging (MIM) tool in large-classes.