Jeddah University Students’ Attitude toward Using Telegram to Support Their EFL Learning ()
1. Introduction (Background of the Study)
The rise of the internet, multimedia, and social networks has drastically altered our lives in recent years. The advent of smartphones and social media such as YouTube, Twitter (x), Facebook, Telegram and so on has revolutionized how we consume entertainment and information. Those inventions and advancements benefitted education in general and foreign language teaching and learning in particular. These new technological advancements are constantly being incorporated, adopted, and employed in the study of English [1]. The significance of digital technologies in learning originates from the premise that it creates a new setting in which students can practice English independently or cooperatively. Consequently, language learning is an essential element of social networks that plays a significant role in communication.
Furthermore, [2] affirmed that social networking has established a strong link between language learning and communication, particularly in the context of online foreign language learning. Language learning is evolving, and new technologies provide language learners and teachers with tools and opportunities never previously available. These tools are also a practical approach to assist learners in establishing self-monitoring capacity in their language use, improving their engagement and learning capability, particularly when they are embarrassed, and paving the way for them to express their ideas more comfortably. As Information Communication Technology (ICT) has advanced and English Language Teaching (ELT) has grown significantly, the use of various applications, social media, and other digital platforms helps students improve their language skills [3]. One of the most effective methods for the current situation is to deliver lesson materials via electronic media from a computer or mobile device, such as laptops, tablets, or smartphones. In this case, the internet’s role as a medium is required to connect one device to another. With today’s advanced technology and the internet, the teaching and learning process can be carried out via instant messaging apps such as Telegram, WhatsApp, Google Chat, etc. Before incorporating technology into online teaching and learning activities, it is critical to reconsider the selection of technology devices [4]. Assuring that students are equipped with digital literacy skills and positive attitudes is a vital aspect of ensuring the success of their use of digital technology and learning [1]. As a result, the focus of this research project has been on students’ attitudes toward the use of Telegram Messenger.
Telegram, created in 2013, is one of Saudis’ most popular social networks [5] Telegram is a messaging application that allows people to send videos, pictures, audio, or other types of files stored on a cloud-based server without filling up the mobile device’s capacity. This application has various roles in various fields [6]. Based on this definition, it is possible to conclude that Telegram has some advantages, including the following: (1) it is a cloud-based messenger that can be accessed from multiple devices at the same time, (2) it can share any photo, video, or file, (3) the data can be stored in the cloud, and (4) it can be used in the field of education and other different fields. Therefore, teachers can distribute instructional materials over Telegram without worrying about their smartphones becoming overburdened. They are also available to discuss the materials with the students. As a result, through Telegram, both teachers and students can experience a new teaching and learning process. The current research project looks at the widespread use of Telegram among students for the purpose of helping pupils learn English (ELT). Since Telegram is widely used messaging app with various features that could potentially support language learning. Its popularity and functionality make it an interesting platform to explore for educational purposes. As a result, it attempts to investigate Jeddah university EFL students’ attitudes toward using the Telegram app for English language learning (ELL) and investigates the English skills developed by using the Telegram app as suggested by past studies on the subject. By understanding attitude towards using Telegram for language learning, the research can shed light on Telegram’s effectiveness and learner preferences.
2. Research Questions
This research project is primarily concerned with the Jeddah University Students’ Attitude toward Using Telegram to Support their EFL Learning. In doing so, the research project has addressed the following questions:
1) What are Jeddah university students’ attitudes toward using Telegram App for English language learning (ELL)?
2) What language skills does Telegram App help to develop?
2.1. The Significance of This Research
This research project may help academics and instructors in the field of EFL with a better knowledge of students’ attitudes regarding English language apps and their perspectives on using the Telegram app to learn the English language. Moreover, applying the Telegram app will be accessible and valuable. It may also contribute to developing the process of improving English language learning techniques by defining Telegram App success.
2.2. Research Objectives
The research project has two objectives:
1) Investigate Jeddah university EFL students’ attitudes towards using the Telegram app for English language learning (ELL).
2) Investigate which English language skills are developed through using Telegram App.
3. Literature Review
Technology and multimedia have advanced at a rapid speed. Technology and the internet have provided options for everyday tasks. Technology contributes to educational achievements by facilitating global access to knowledge. However, this rapid development in the field of digital literacy caused a shift from Computer Assisted Language Learning (CALL) to Mobile Assisted Language Learning (MALL) [7]. The mobile phone began as a tool to interact with others via voice. However, it quickly evolved into a multifunction minicomputer with wireless networking, a high-quality camera, suitable applications, and multimedia, allowing users to experience the function of the entire technology in both hands. People used mobile phones because they were simple and flexible, and they were convenient to carry in their pockets or bags at all times. Some people utilize their smartphones to assist them in their profession, while others use them for entertainment and learning purposes. Therefore, unlimited and flipped learning was born with the increased availability of educational applications (Apps) and smartphone Internet connectivity. Although the technology is still developing, there has recently been much interest in mobile technology in education. Both instructors and learners can use mobile technology to achieve various educational purposes. Mobile phones enable digital natives of today to learn anywhere at any time. Likewise, English language learning Apps encourage students to practice English Language skills without the limitation of time, place, or cost.
As the twenty-first century began, the cell phone, with its mobility and space-restricted touch screens, provided an impetus for mobile-assisted language learning (MALL), or the mobility of learning and learners. Such learning devices can easily meet students’ personal learning needs more than any other device, including laptops and desktops, which require a permanent Internet connection. Learners spend most of their time utilizing digital ICTs on their own, which has created chances for self-directed learning. Arguably, technology exposes language learners to the complexities of the actual world and delivers it to them through audio-visual aids in the classroom or online platforms. Several pieces of research have underlined the importance of the combination of practicability and engagement in mobile language learning. The term “practicality” relates to the concept that students are getting increasingly comfortable with the usage of mobile devices, particularly smartphones [8] [9] stated that mobile technology is advantageous for students studying languages since it allows students to engage in classroom activities. Furthermore, more mobile application software is being developed specifically for language learning objectives, including and combining ideas from instructors or educational practitioners. Hence, while the use of mobile technology clearly increases access to autonomous language learning, two significant aspects are critical to success in attaining this: the quality of the materials accessible and the learner’s aptitude for autonomous learning.
Moreover, the language learning sector is being enhanced. Still, it is also being modified by the manner in which innovative language instructors are employing technology in a variety of classrooms throughout the world [10].
3.1. Mobile Assisted Language Learning (MALL)
Learners’ ability to use mobile technology anytime and from any location makes it an essential component of education, especially language learning. The rapid evolution of computer-assisted language learning (CALL) into mobile-assisted language learning (MALL) and M-learning have resulted in a significant shift in the attitudes of foreign language learners toward language learning [7]. Many studies show that MALL has a positive impact on developing habits and fostering a positive attitude and perception toward language learning [11] [12]. The concept of mobile educational devices was pioneered by Alan kay in the 1960s. However, it was not until the 1980s that the phrase “Mobile Assisted Language Learning (MALL)” received widespread attention from researchers [12]. According to [13], MALL is a “learning method mediated by the assistance of small portable devices that can be adapted to the learner’s immediate context” (p. 124). As a result, mobile learning appears to belong more to learners than teachers. From the learner’s perspective, MALL is any learning that occurs while the student is not at a fixed, predetermined place or learning when the learner uses learning opportunities afforded by mobile technology, as stated by [14]. (p. 15). As [15] pointed out, MALL varies from CALL in its usage of personal, portable devices, and learners can benefit from mobile technology in various ways. Also, it is worth noting that mobile technology has had a significant impact on implementing several foreign language teaching strategies and methods.
Moreover, according to [16], MALL has been around for almost 26 years, with nearly 3000 studies scheduled to be released by 2020. Researchers are looking into employing mobile technology to help language learning because it has many advantages: flexibility, low cost, small size, and user-friendliness [17].
However, there are clear disadvantages, such as small screen size, limited graphic display [18], and reliance on networks that may not always provide high transmission capacity and may be prone to various disturbances. Despite these disadvantages, [19] demonstrated that mobile devices might help deliver language learning resources to students. Teachers have utilized WhatsApp, Telegram, and Imo, free communication chat applications, extensively for teaching and learning in the aftermath of the Covid 19 virus. Students’ assignments, notes, instructions, and activities are all posted. Users may upload and download special features such as videos, audio media messages, text messages, and photos [20].
Furthermore, more research encouraging out-of-class learning has been conducted as more educators recognize the importance of out-of-class learning. MALL foreign language teaching has contributed to the teaching and practice of vocabulary [21], idioms [22], writing competency [23], listening skills [24], target language pronunciation [25] and Grammar [26]. Hence, MALL opens a new direction for teachers and learners to use innovative teaching and learning techniques to create a successful learning experience.
3.2. Learning Theories and Their Place in Mobile Learning
Further, when we look at the background of MALL, we can see that its supporters have identified many connections between MALL and different learning theories, namely, behaviorist learning, constructivist learning, and situated learning [27]. For example, one of the oldest educational theories, behaviorism, says that learning involves the establishment of habits. One of the practical applications of the behaviorist method, according to [28], is programmed instruction or programmed learning with discrete steps of information. MALL contains many characteristics of programmed instruction. Many mobile applications are designed to create habits and promote learning by moving forward, step by step [29].
According to constructivism, learners interpret information and the world according to their reality. They learn by observing, processing, and interpreting information before personalizing it into personal knowledge [30]. Learners learn best when they can put what they have learned into perspective both in terms of immediate application and personal significance. Mobile learning enables personalized learning since it allows students to learn and collaborate from anywhere and anytime. Students must explore synthesis and develop the concept of MALL, which is a direct application of constructivism philosophy. As stated by [31], constructivism emphasizes the holistic nature of learning and emphasizes the learner’s primary role in assimilating new information and experiences by synthesizing and constructing understanding from previous experiences. Situated learning is defined as learning in an authentic context and culture. In this perspective, learning entails more than simply acquiring knowledge. It is, instead, a process that involves social participation. The environment in which learning takes place is vital in this process [32] [33] defined situated learning as the relationship between learning and the social context in which it occurs. They believe it is necessary to investigate the types of social engagements that provide appropriate learning contexts. [34] stated that context-aware learning is an essential component of situated learning. Because mobile devices are portable and can be used in various settings, they can enhance learning activities.
3.3. Telegram
Telegram is already developing as both a valuable instructional tool and a research topic in language learning. Because of their extensive popularity in application use, these tools serve as substitutes for one another and extensions in learning contexts. Telegram is a recently launched mobile application that users widely use in this regard [35]. Telegram is a popular chat app built on an open-source framework. In addition to being entirely free of charge, it also provides an ad-free environment with a clean and quick interface. Telegram was founded in August 2013 by Russian-born entrepreneur Pavel Durov. Telegram has grown in popularity to the point that it is now the top downloaded chat app in the Google Play Store. Moreover, it has surpassed rival social network applications such as Facebook, WhatsApp, WeChat, and Kik to become the most popular social network among free downloaded apps in more than forty countries, including Germany and the United States [36].
Telegram is simple to set up and use. It is pretty similar to WhatsApp in dealing with a user ID and contacts. The phone number is the primary means of identifying the user. One of its advantages is the sticker store. It is a collection of amusing photos that may be used in conversations in addition to text. It can exchange documents in broader file types, images, and videos with no size restrictions. According to [37], using these features outside of the classroom allows students to develop spontaneous and innovative ideas without fear of ridicule. The findings of their study agree with those of [38]. They found a link between learners’ grasp of new vocabulary and grammatical norms and their usage of Telegram interactive features.
Telegram is supposed to be a lightweight software that is both quick and dependable. According to [39], Telegram provides a platform for group chats with more users (up to 5000 participants). Finally, Telegram offers bots, automated replying accounts that can react to specific text commands with preformatted responses. Telegram provides synchronization capabilities, lightning-fast service, dependable backup, and enhanced security [40]. Hence, incorporating Telegram channels into existing learning activities can provide informal learning situations and open up new avenues for English learning.
3.4. Using Telegram for EFL Learning
Several studies have been conducted to examine the effectiveness of the Telegram app in teaching and learning the English language. A valid experimental study conducted by [41] indicates that Telegram is one of the apps lately used in EFL classes. The findings revealed that students in Telegram Cooperative Writing Groups had more excellent marks than students in face-to-face cooperative writing groups. They assert that Telegram increases overall writing performance in content, language, and structure. In Iran, [42] conducted a study to investigate the effect of instruction through Telegram groups on learners’ reading comprehension. They collected their data from 103 learners utilizing pre-test and post-test. The learners were divided into experimental groups and controlled groups. The experimental group was taught 12 passages via Telegram, while the control group was taught the same passages using the standard method in the classroom. The findings indicate that instruction through Telegram groups substantially impacts the reading comprehension capacity of intermediate students.
In Saudi Arabia, [6] explored 300 EFL college students’ perceptions of using Telegram for English language learning at Taibah University in Al-Medina Al-Manwarah. She collected her data through a survey questionnaire. The findings found that most EFL students considered Telegram a valuable tool for English language study, particularly Vocabulary learning. Likewise, [39] investigated the impact of using digital technology (Telegram) on the vocabulary learning of EFL students. The data was collected by 40 pre-intermediate EFL students using a quasi-experimental design and a pre-post-test placement test. The experimental post-test data revealed that Telegram is an effective teaching tool that motivates students to learn vocabulary in a fun way.
Moreover, in Saudi Arabia, [43] investigated the effect of using a stimulation strategy in developing EFL speaking skills by using the Telegram channel “Oxford Bookworms collection.” They collected their data using a quantitative approach with an experimental design. The findings demonstrated that the stimulation technique aided the experimental group of students in developing speaking skills and positively influenced speaking micro-skills such as body language, fluency, pronunciation, intonation, grammar, and vocabulary usage. Furthermore, kids were inspired to speak up on their own. Also, [44] have also suggested that most students stated that they have difficulty practicing their English-speaking skills outside of regular English sessions without the supervision of their teachers. For this reason, they strongly encouraged to fully utilize Telegram to motivate and assist students in improving their English-speaking skills outside of the official classroom, especially since this service is free to use.
In the Jordanian context, [45] explored new technology apps’ impact on student skill development, such as Telegram messaging channels on enhancing reading skills. The study demonstrated the usefulness of telegram social media application in improving students’ reading skills.
[46] Investigated the enhancement of the Telegram app on 100 students’ ESL writing skills and their perception of ESL writing skills. This study followed two instruments, a pre-test, a post-test, and a questionnaire. This study reveals that the Telegram app enhances students’ performance in their overall ESL writing, spelling, pronunciation, organization, vocabulary, grammar, content quality, and creativity. Also, it has been recommended by [47] that instructors might also set up a Telegram group for students to communicate in English and give additional supplemental resources for English classes through that group. In summary, these literature reviews strongly focus on utilizing the Telegram App to learn and teach the language. They explore how students view the efficiency of Telegram in their English language learning.
4. Methods and Procedures (Research Design)
This research project used a questionnaire procedure because the goals of this research project were to determine students’ attitudes toward using Telegram for English language learning and to determine which English language skills are developed as a result of using this application for English learning. The research project takes a quantitative approach and employs descriptive statistics. Furthermore, the research data is numerical, and the analysis employs statistics. Meanwhile, descriptive statistics are used to analyze data by describing the data as it has been collected without the intention of drawing broad conclusions.
4.1. Participants
This research project aims to acquire a deeper understanding of students’ attitudes toward using Telegram for English language learning and to determine which English language skills are developed as a result of using this application for English learning. Thus, the participants are all English language students from the department of English language and Translation at Jeddah University, Khulais branch. The participants of the present research project consisted of (53) female students. The convenience sampling approach was used in this research project because it relied on known contacts as an accessible and available cohort for the study [48]. According to [49], convenience sampling, also known as incidental or opportunity sampling, is a sampling technique based on access constraints that is included in probability sampling.
4.2. Instruments
Data are collected through a close-ended online questionnaire regarding Jeddah university students’ attitudes towards using the Telegram app for English language learning (ELL). The electronic questionnaire was designed to take no more than 5 minutes to complete and focuses on capturing quality information from the user as efficiently as possible using Microsoft Office 365 Forms technology. The questionnaire’s statements rely on previous studies [1] [6] [50] and are modified to correspond to the research objectives.
Moreover, the questionnaire consists of three parts (see the appendices). The first part contains four questions concerned with the participants’ information in terms of (using Telegram, students’ level). The second part included thirteen questions about students’ attitudes towards using Telegram for English language learning. The third part consists of eight questions about improved language skills using Telegram. The second and third part is based on a five-point Likert scale, which is a unique parameter among social research procedures.
4.3. Procedures (Data Collection)
Since the questionnaire was presented via Microsoft Forms, all the participants were approached online. The researcher distributed the questionnaire among EFL Jeddah university, Khulais branch students via WhatsApp groups. The researcher posted the questionnaire online on 25 February 2022 and ended it on 28 March 2022. The questionnaire was expected to have 100 students complete it. However, the results fell short of expectations. The total of participants was 53 EFL college students.
4.4. Data Analysis
The current research project took the quantitative research approach and used descriptive, analytical methods. The researcher statistically analyzed the data using the Statistical Package for the Social Sciences (SPSS) program version 24. Thus, it was counted and statistically analyzed after collecting data via Microsoft Forms. The data was then computed and saved to an Excel file to determine the percentage. Finally, it was transformed into SPSS data. The researcher applies descriptive correlation statistics to clear any ambiguity around the study and to test the validity of its items and reliability of its scale.
5. Findings and Discussions
5.1. Demographic Information
The demographic data of the respondents are presented in Table 1. It showed that out of the 53 respondents, (91%) were using Telegram, and (9%) of the respondents didn’t use it. The results showed that (37.5%) of the respondents were in second year (Level 3\Level 4), (29.2%) of the respondents were in third year (Level 5\Level 6), and (33.3%) of the respondents were in fourth year (Level 7\Level 8). Most of the respondents (50%) stated that the reason for using Telegram is language skills improvement and entertainment. The results reported that (45.8%) of the respondents spent less than 1 hour using Telegram app for English language learning, (39.6%) of the respondents stated 1 - 2 hours, (12.5%) of the respondents stated 2 - 4 hours, and only (2.1%) of the respondents stated More than 4 hours.
Table 1. The demographic information.
Characteristics |
Category |
Frequency |
Percentage |
Do you use telegram? |
Yes |
48 |
92% |
No |
5 |
8% |
Academic year |
Second year |
18 |
37.5 |
Third year |
14 |
29.2 |
Fourth year |
16 |
33.3 |
What is the reason for using Telegram? |
Entertainment |
4 |
8.3 |
Language skills
improvement |
8 |
16.7 |
Language skills improvement and entertainment |
24 |
50.0 |
To communicate with others |
6 |
12.5 |
Other |
6 |
12.5 |
How much time you spent using Telegram app for English
language learning? |
Less than 1 hour |
22 |
45.8 |
1 - 2 hours |
19 |
39.6 |
2 - 4 hours |
6 |
12.5 |
More than 4 hours |
1 |
2.1 |
5.2. Discussions of Findings
In terms of general Telegram usage patterns, the majority of the respondents are presented in Table 1. This showed that out of the 53 respondents, (91%) were using Telegram, and (9%) of the respondents did not use it. Also, the results showed that (37.5%) of the respondents were in the second year (Level 3\Level 4), with most respondents (50%) claiming that they use Telegram to enhance their language skills and entertainment purposes. It is clear from this research that students of the English language prefer to use Telegram not only for entertainment but also to meet their educational needs. These values correlate reasonably well with [35] and further support the idea of Telegram emerging as a valuable instructional tool in language learning. Because of their widespread application use, these devices function as substitutes and extensions in learning contexts, and it is widely used in this regard by users. Following that, 45.8% of respondents spent less than one hour using the Telegram app, and only (2.1%) of the respondents stated that they used Telegram for more than 4 hours. The demographic information reveals that Telegram has become a popular mobile application among EFL students with a rapidly expanding prospect of using Telegram for English language learning.
A. Students’ Attitudes toward Using Telegram in English Language Learning:
According to Table 2, the participants in this research project have a generally positive attitude toward using the Telegram app for English language learning (ELL). This positive attitude is consistent with the majority of researchers’ belief that Telegram is an excellent tool for improving language learning [1] [41] [42]-[47].
Table 2. Descriptive statistics of students’ attitudes towards using the Telegram app for English language learning (ELL).
Statements |
Mean |
Std.
Deviation |
Relative importance |
1. Telegram is a valuable tool for my English language learning |
4.13 |
0.789 |
High |
2. I feel comfortable using Telegram as a tool in learning process |
4.08 |
0.767 |
High |
3. I prefer using Telegram to enhance my speaking, reading, writing, and listening skills |
3.83 |
0.883 |
High |
4. Telegram will change the way I learn
English language |
3.75 |
0.934 |
High |
5. I really like learning the English language through online apps like Telegram |
4.00 |
0.851 |
High |
6. I can study English by using Telegram app at anytime and anywhere |
4.23 |
0.805 |
High |
7. Learning English by using Telegram app is easy and flexible |
4.13 |
0.761 |
High |
8. Learning English by using Telegram app is efficient |
4.06 |
0.836 |
High |
9. Learning English by using Telegram app is convenient |
3.98 |
1.000 |
High |
10. Learning English by using Telegram app is enjoyable |
4.08 |
0.794 |
High |
11. The use of applications like Telegram as a learning tool excites me |
4.06 |
0.836 |
High |
12. The use of Telegram in learning stresses me out |
1.90 |
0.905 |
Low |
13. Telegram is not easy to use |
1.58 |
0.986 |
Low |
Overall |
3.68 |
0.86 |
High |
For the first statement, “Telegram is a valuable tool for my English language learning,” the outcome is consistent with the research findings of [6], who found that most EFL students considered Telegram to be a valuable tool for English language study. The respondents in the second statement strongly believed that they feel comfortable using Telegram as a tool in the learning process which is consistent with [37] findings. It would seem that participants liked learning through Telegram because it made them feel more relaxed and comfortable actively sharing their actual points of view. This finding suggests that Telegram may be helpful for shy students who may feel uncomfortable engaging in discussions in traditional learning. Further, the findings of this research project add to the findings of other studies in which students interpret learning English through online apps like Telegram as developing language skills. This is due to the easiness of learning a language through Telegram at anytime and anywhere, which is consistent with the primary findings of [6] [17] [37] research. It proves that one of the most significant advantages of Telegram is its flexibility which enhances their positive attitudes.
Moreover, the findings also indicate that those students found Telegram efficient and convenient in learning English. Students also enjoy using Telegram to learn English. The use of Telegram in education makes the learning environment more enjoyable and less stressful, which boosts students’ confidence in being active learners who participate in class activities. Some positive benefits cited by students in the research population include ease of use, low stress levels, and convenience. When students believe that applications are simple to use, require little mental work, and are beneficial to learning, they are more likely to utilize them to learn English. In general, the students in this research project have a positive attitude toward Telegram in their English learning. The Telegram app can facilitate activities such as taking observational notes, taking pictures, recording students’ own reflections, listening to expert commentary, and many other situated learning activities [32]. Indeed, the Telegram app assists language learners in comprehending information from the time and place in which they find themselves.
B. English Language Skills Improved by Using Telegram
According to Table 3, the participants in this research project have agreed that Telegram generally helps them improve their English language skills. As proposed by [26] [46] and [43] the evidence we found points out that students favor the Telegram app to help them develop their grammatical competence. We believe that using the Telegram application increases students’ interest and motivation in learning grammar without making them bored.
Table 3. Descriptive statistics of Investigating which English language skills is developed through using Telegram App.
Statements |
Mean |
Std.
Deviation |
Relative importance |
1.Using Telegram for learning English is very helpful to improve my language skills |
4.08 |
0.767 |
High |
2.Telegram is very helpful to develop my grammar Competence |
4.08 |
0.895 |
High |
3.Telegram is very helpful to enhance my listening skills |
4.00 |
0.968 |
High |
4.Telegram is very helpful to enhance my speaking skills |
3.44 |
0.987 |
Moderate |
5.Telegram is very helpful to develop my communication skills |
4.17 |
0.808 |
High |
6.Telegram is very helpful to develop my reading skills |
4.21 |
0.683 |
High |
7.Telegram is very useful in developing my writing skills |
3.75 |
1.042 |
High |
8.Telegram is very helpful to develop my vocabularies |
4.31 |
0.776 |
High |
Overall |
4.005 |
0.866 |
High |
Moreover, the results indicate that the participants found Telegram helpful in enhancing their listening skills, which correlates with [24] research. However, the overall response to statement 4 was surprisingly quite negative, which contradicts earlier findings of [43] and [44] that indicate that the Telegram application helps enhance speaking skills. Working on various skills and sub-skills in Telegram is simple, but it requires some educational considerations. Because many language learning programs necessitate communication between instructors and students, teachers\instructors must make it easier to coordinate an oral communication link. Nevertheless, although the Telegram application is being used to access content and engage in language practices, it remains an individual activity. Continuously, communication features and speaking skills enhancement might need to be utilized and exploited by an instructor.
Further, students agreed that Telegram is very helpful in developing their communication skills since Telegram allows EFL learners to communicate and participate in the learning process, which happens subconsciously and without stress or special effort. This statement is consistent with [47] recommendations that instructors could create a Telegram group for students to communicate in English and provide additional supplemental resources for English classes through that group. Furthermore, students also agreed that the Telegram application helps develop reading and writing skills which are in line with [23] [41] [42] [45] [46] findings. Indeed, reading other people’s writing may help students improve their own writing and learning by comparing their work to other learners’ posts. This finding confirms the study of [30], which suggests that learning happens by observing, processing, and interpreting information before personalizing it into personal knowledge. Equally, students also agreed that Telegram helps develop their vocabulary.
Telegram has been argued to develop students’ vocabulary, and this statement is supported by [6] [21] [22] [38] [43] [46]. The vocabulary developed through Telegram also positively supported students’ English skills because vocabulary allows students to express themselves in the target language.
6. Conclusions (Summaries of the Research)
Telegram is viewed as an ELL platform for a variety of reasons, including its increased availability, ease of use, ease of exchanging personal ideas, peer input, as well as teacher feedback to individual students. Furthermore, students can enjoy the convenience of using it, which can be tailored to their specific needs, as well as Telegram’s ability to equip them with a sense of security. The evidence from this research project suggests that students’ attitudes were positive toward the Telegram application because of its uniqueness and positive effects on the learning process. Telegram’s ubiquity (anytime, anywhere) is its most crucial feature. Therefore, it is critical to encourage our students to use Telegram in their self-learning and language teaching, as many students prefer to use the Telegram application for entertainment. According to the findings, Telegram may be a beneficial learning and instructional tool. The present generation of English language students favors using the Telegram app to socialize and also to suit their educational demands. Telegram application made learning English and other foreign languages more comfortable for them. Hence, it is confirmed that Telegram is now almost an integral part of the daily lives of EFL university students.
In conclusion, based on the attitudes of the 53 students who took part in the Telegram questionnaire in this research project, it is clear that the Telegram app aids in the development of students’ reading, listening, writing, vocabulary, grammar, and communication skills. Despite all of the positive results, the study participants do not prefer using the Telegram app to improve their speaking skills. This phenomenon needs to be studied further since the previous research of [43], and [44] have utilized the Telegram application with supervision from an instructor. The guidance of a teacher\instructor is a requirement for utilizing the Telegram app. Instructors must pay close attention to activities that encourage student interaction. For the students to develop their speaking skills, the teacher\instructor must monitor their progress, particularly in the early stages. Therefore, because of the overall positive attitude demonstrated by the students, the researcher recommended that English language teachers incorporate mobile learning, specifically Telegram, into their classrooms. The Telegram app is simple to use, has a low percentage of technical issues, provides immediate media playback, and automatically signs in when used. Nonetheless, this research project provides academics and teachers in the field of EFL contexts with a better understanding of students’ attitudes regarding English language learning apps and their view of utilizing telegram applications for English language learning.
Limitations
There are certain limitations to this research project. The main limitation of the research project is related to the research methods. Because of the lack of interaction with the respondent, the researcher cannot delve into the specifics of the respondent’s answers. As a result, an in-depth study cannot be conducted using the questionnaire method. Moreover, due to sample size and recruitment methods constraints, the gender representation in our study may not fully reflect the population’s diversity. Future study should aim for a more balanced gender distribution to guarantee better generalizability of findings. It was not wished-for to generalize the current research project’s findings but conducted only on Saudi students at Jeddah University\Khulais branch. Indeed, researchers may concede further studies with samples of EFL learners taken from all over Saudi Arabia, exploring opportunities and implications in various areas of expertise.
Conflicts of Interest
The author declares no conflicts of interest.
Abbreviation List
Apps |
Mobile application |
CALL |
Computer Assisted Language Learning |
EFL |
English as a Foreign Language |
ELL |
English language learning |
ELT |
English language teaching |
ESL |
English as a Second Language |
ICT |
Information Communication Technology |
MALL |
Mobile Assisted Language Learning |
Appendix: Questionnaire (English version)
Dear students,
There has recently been a lot of interest in mobile technology in education. Mobile technology can used by both instructors and learners to achieve a variety of educational purposes. Therefore, English language learning Apps encourage students to practice English Language skills without the limitation of time, place, or cost.
Therefore, please cooperate with me and kindly fill out the paragraphs of the questionnaire accurately and objectively. It is expected that the questionnaire will take about 3 minutes to complete. If you consent to participate, your responses will be kept confidential. The information provided will be used solely for the purpose of this research project.
- Researcher/Amal Mohammed Al-Harbi
1. Do you use Telegram?
o YES
o NO
2. What academic year are you in?
o Second year (Level 3 \ Level 4)
o Third year (Level 5 \ Level 6)
o Fourth year (Level 7 \ Level 8)
3. What is the reason for using Telegram?
o Entertainment
o Language skills improvement
o Language skills improvement and entertainment
o To communicate with others
o Other
4. How much time you spent using Telegram app for English language learning?
o Less than 1 hour
o 1-2hours
o 2-4hours
o More than 4 hours
5. Students’ attitudes towards using Telegram in English language learning
Strongly disagree Disagree Neutral Agree Strongly agree
1-Telegram is a valuable tool for my English language learning
2-I feel comfortable using Telegram as a tool in learning process
3-I prefer using Telegram to enhance my speaking, reading, writing, and listening skills
4-Telegram will change the way I learn English language
5-I really like learning the English language through online apps like Telegram
6-I can study English by using Telegram app at anytime and anywhere
7-Learning English by using telegram app is easy and flexible
8-Learning English by using Telegram app is efficient
9-Learning English by using Telegram app is convenient
10-Learning English by using Telegram app is enjoyable
11-The use of applications like Telegram as a learning tool excites me
12-The use of Telegram in learning stresses me out
13-Telegram is not easy to use
6. English language skills improved by using Telegram
Strongly disagree Disagree Neutral Agree Strongly agree
1-Using Telegram for learning English is very helpful to improve my language skills
2-Telegram is very helpful to develop my grammar competence
3-Telegram is very helpful to enhance my listening skills
4-Telegram is very helpful to enhance my speaking skills
5-Telegram is very helpful to develop my communication skills
6-Telegram is very helpful to develop my reading skills
7-Telegram is very useful in developing my writing skills
8-Telegram is very helpful to develop my vocabularies