Mobile-Assisted Language Learning Via WhatsApp Group: Interaction Patterns and Teacher Perspectives
Mobile-Assisted Language Learning (MALL) is increasingly favored for its flexibility. This study analyzes interaction patterns in an L2 English training conducted entirely using WhatsApp group chat and examines the teacher's perspective. Discourse analysis revealed a flexible Initiation-Respons...
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Published: |
Universitas Pendidikan Mandalika, Faculty of Culture, Management, and Business (UNDIKMA),
2024-06-01T00:00:00Z.
|
| Subjects: | |
| Online Access: | Connect to this object online. |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Mobile-Assisted Language Learning (MALL) is increasingly favored for its flexibility. This study analyzes interaction patterns in an L2 English training conducted entirely using WhatsApp group chat and examines the teacher's perspective. Discourse analysis revealed a flexible Initiation-Response-Feedback (IRF) pattern, with students occasionally initiating turns. Emoticons and voice notes fostered emotional connections and mitigated direct feedback. The teacher found WhatsApp valuable for practicing all language skills, stressing the need for small group sizes. The study also noted discrepancies in adjacency pairs, which could be addressed using the direct reply feature to enhance conversational coherence and pedagogical effectiveness. Additionally, the study suggests combining the WhatsApp group chat with offline classes to increase students' sense of responsibility and participation in the discussion. |
|---|---|
| Item Description: | 2355-0309 2548-5865 10.33394/jo-elt.v11i1.11287 |