Microsoft Teams versus Telegram for Asynchronous Group Discussions: Investigation of ESL Students’ Learning Experience

Abstract

The process of teaching and learning has undergone a few changes due to several factors. High adoption of technology during the pandemic has exposed learners to the use of various online tools for the sustainability of their learning experience in post-pandemic classrooms. Thus, investigating the learners’ experience in deciding which online tools to retain for teaching and learning in the post-pandemic classroom is imperative to continue improving the teaching and learning quality. Hence, this study investigates students’ learning experiences using two different platforms; Microsoft Teams and Telegram during asynchronous group discussion activity in a Communicative English classroom. This study employed quantitative research design using an online survey method that was distributed to 50 polytechnic students and a semi-structured interview was conducted with five respondents. Data was analysed using descriptive and inferential statistics. Paired sample t-test was used to compare significant difference between the students’ learning experience while using Microsoft Teams and Telegram. Descriptive analysis reported an overall positive perception of how both Microsoft Teams and Telegram are useful for accessing information and learning resources. However, Microsoft Teams was reported to be favoured for group discussion assessment, feedback as well as critical reflection and knowledge construction. On one hand, higher motivation and participation was identified via Telegram. Inferential statistics revealed there was a statistically significant difference in the learners’ experience of using Microsoft Teams and Telegram in five out of seven construct items which are support and motivation, participation in course activities, assessment, feedback as well as critical reflection and knowledge construction. The results of this study are useful for educators in assisting them to decide which online learning tools that can support specific learning activities for better learning outcomes.