What’s up with WhatsApp?What’s up with WhatsApp? Using a WhatsApp programme with adult EFL...

What’s up with WhatsApp? Using a WhatsApp programme with adult EFL learners

Jessica Mackay, EIM-UB IH ELT Conference, 9th Feb, 2019

• Introduction

– Out-of-class learning

– WhatsApp facts

• Mobile language learning

• The programme

• Results & recommendations

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjCt9m_jsrfAhVGLBoKHcgpAS4QjRx6BAgBEAU&url=https://stock.adobe.com/search?k%3Doverview%26filters[content_type:photo]%3D1%26filters[content_type:illustration]%3D1%26filters[content_type:zip_vector]%3D1%26filters[content_type:video]%3D1%26filters[content_type:template]%3D1%26filters[content_type:3d]%3D1%26filters[include_stock_enterprise]%3D0%26filters[is_editorial]%3D0%26safe_search%3D1%26ca%3D0%26similar_content_id%3D157152133%26load_type%3Dfind_similar&psig=AOvVaw0uBVWXCQDE2aSVAEJGnNqq&ust=1546347231811161

Out-of-class learning

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiMnO-3pLzaAhXGVxQKHZVmCykQjRx6BAgAEAU&url=https://www.amazon.co.uk/Beyond-Language-Classroom-Phil-Benson/dp/0230272436&psig=AOvVaw0MScIxKZeXVq-ak12VQXgP&ust=1523881849323510


• TL Contact = Increased proficiency (Sundqvist, 2009)

• Space – where language is encountered and (potentially) learned

• Attachments – language associated with a particular space

(Benson, 2018)

http://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj0kYW3veDfAhUN0xoKHSnJAIMQjRx6BAgBEAU&url=http://pluspng.com/png-tick-png-3278.html&psig=AOvVaw0krP0f4y4CpD6WTW2RtP1f&ust=1547115724948552


• Target Language Contact:

Ranking out of 11 European countries:

10/11 Vez, Martinez & Lorenzo (2013)

• Hours of TL Contact outside class

4h30m / week Mackay (2015)

WhatsApp - facts

WhatsApp – facts - Spain

Biggest user of WhatsApp in Europe

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjSv7qKv-DfAhVoxYUKHT62CnkQjRx6BAgBEAU&url=https://www.indezine.com/powerpoint/template/1010.html&psig=AOvVaw1Jb_ftfQ2iBg6u2ojywWMW&ust=1547116179342411


1. Present on .........% of smartphones in the country.

2. Used by ..............% of users of social media.

3. ............% 18-24 year olds use instant messaging service.

4. Users = .........% women .........% men.

5. Consult WhatsApp average ......... times a day.

Source: Interactive Advertising Bureau (IAB) April, 2017 / Comisión Nacional de los Mercados y la Competencia (CNMC), 2015)



1. Present on ....98.% of smartphones in the country.

2. Used by ..............% of users of social media.


4. Users = .........% women .........% men.


Source Interactive Advertising Bureau (IAB) April, 2017 / Comisión Nacional de los Mercados y la Competencia (CNMC), 2015)




2. Used by .........89.% of users of social media.


4. Users = .........% women .........% men.







3. 100......% 18-24 year olds use instant messaging service.

4. Users = .........% women .........% men.








4. Users = ...52..% women ...48..% men.








4. Users = ...52..% women ...48..% men.

5. Consult WhatsApp average ....6... times a day.



Mobile Language Learning

• Have you had any experience of teaching (or learning) ...online? ...via a mobile device? ...by WhatsApp?

• If not currently part of your teaching practice, do you feel you should be using it more?

• In your opinion, what are the main advantages / disadvantages of Mobile Assisted Language Learning (MALL)?

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwil4LKQw-DfAhVMxIUKHddOAl4QjRx6BAgBEAU&url=https://urbansentinel.com/conversations/&psig=AOvVaw2ihfTBT54aAQdllgGTvkSB&ust=1547117249534907


Reflects reality

‘Mobile devices are here to stay’ Hockly & Dudeney, Going Mobile (2014: 32)

‘Teachers should catch up and teach with the tools our students really use’

Brooks-Young (2010)

https://www.iconfinder.com/icons/61658/add_green_plus_icon


Massive potential

‘Pull’ – learners’ access information on their own

‘Push’ – information is provided, learners are ‘pushed’ into action (underexplored)

Motiwalla (2007)

https://www.iconfinder.com/icons/61658/add_green_plus_icon


BUT...

‘Autonomy resides in being able to say what you want to say rather than producing the language of others.’

Macaro, E. (2008)

‘comparable with interactions within the walls of a face-to-face classroom’

Lamy and Zourou (2013: 3)

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=https://pixabay.com/en/remove-button-delete-denied-red-151678/&psig=AOvVaw3jYUcxwn62CJNgdMm3iE3A&ust=1547118119509487


Can MALL recreate authentic communication?

Hawthorne effect or Observer’s paradox. Labov (1972)

‘frustrated authenticity’ Henry (2014)

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwi4pOriuuDfAhVGxxoKHUIoAVIQjRx6BAgBEAU&url=https://www.mentoring.org/our-work/in-real-life-copy/in-real-life-more/mentor_irl_logo_k-5/&psig=AOvVaw2U3Cfk4Pje5CguSMmqvfep&ust=1547115006909910https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=https://pixabay.com/en/remove-button-delete-denied-red-151678/&psig=AOvVaw3jYUcxwn62CJNgdMm3iE3A&ust=1547118119509487

• Han and Keskin (2016): Using WhatsApp to Reduce EFL Speaking Anxiety

• Jafari and Chalak (2016): The Role of WhatsApp in Teaching Vocabulary to Iranian EFL learners at Junior High School.

• Gutiérrez-Colon et al., (2013): Improving learners’ reading skills through instant short messages

The WhatsApp programme

Summer 2017 intensive B2.1 N=24

Sex M 11 (45.8%)

F 13 (54.2%)

Mean age 21.2

Occupation Students 20 (83.3%)

Working 4 (16.6%)

https://prezi.com/iqxavkpl3qae/the-escola-didiomes-moderns/https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj1wLiTq7_bAhXLbhQKHZU1C5MQjRx6BAgBEAU&url=https://play.google.com/store/apps/details?id%3Dcom.whatsapp%26hl%3Den_US&psig=AOvVaw2FWlMmA-tbmhAVu-Lff0Sy&ust=1528384777666591


Interaction Online Clandfield, L. & Hadfield, J. (2017) Cambridge Handbooks for Teachers (CUP)

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiRsKvS0eDfAhVSiRoKHUhLBwcQjRx6BAgBEAU&url=https://www.amazon.com/Interaction-Online-Activities-Cambridge-Handbooks/dp/1316629171&psig=AOvVaw2pVbG1GnGC-GiLU83_i4Tn&ust=1547121133716332https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj1wLiTq7_bAhXLbhQKHZU1C5MQjRx6BAgBEAU&url=https://play.google.com/store/apps/details?id%3Dcom.whatsapp%26hl%3Den_US&psig=AOvVaw2FWlMmA-tbmhAVu-Lff0Sy&ust=1528384777666591


Authors’ recommendations:

- Set up like classroom tasks: - Demo first

- Clear instructions

- Break task up into stages

- Set deadlines

- Be present and positive, withdraw support gradually

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj1wLiTq7_bAhXLbhQKHZU1C5MQjRx6BAgBEAU&url=https://play.google.com/store/apps/details?id%3Dcom.whatsapp%26hl%3Den_US&psig=AOvVaw2FWlMmA-tbmhAVu-Lff0Sy&ust=1528384777666591

Confetti

Pass the parcel


Interaction patterns Breakout

Postal ballot

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj1wLiTq7_bAhXLbhQKHZU1C5MQjRx6BAgBEAU&url=https://play.google.com/store/apps/details?id%3Dcom.whatsapp%26hl%3Den_US&psig=AOvVaw2FWlMmA-tbmhAVu-Lff0Sy&ust=1528384777666591http://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjvmYq3rPzfAhUSXxoKHTZNDPUQjRx6BAgBEAU&url=http://www.stickpng.com/img/objects/key/single-old-key&psig=AOvVaw1C4Y0GhuEhEMIRAIqMnB97&ust=1548073254876674https://pixabay.com/en/photos/voting/


Confetti

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj1wLiTq7_bAhXLbhQKHZU1C5MQjRx6BAgBEAU&url=https://play.google.com/store/apps/details?id%3Dcom.whatsapp%26hl%3Den_US&psig=AOvVaw2FWlMmA-tbmhAVu-Lff0Sy&ust=1528384777666591http://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiD5bCmp_zfAhULKBoKHXHxCCgQjRx6BAgBEAU&url=http://www.google.es/url?sa%3Di%26rct%3Dj%26q%3D%26esrc%3Ds%26source%3Dimages%26cd%3D%26ved%3D%26url%3Dhttp://www.stickpng.com/img/objects/party/confetti-background%26psig%3DAOvVaw1Kxn6iYRw9edsYjOBPsAV-%26ust%3D1548071757904353&psig=AOvVaw1Kxn6iYRw9edsYjOBPsAV-&ust=1548071757904353http://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjisOq2s_zfAhUNkxQKHRCvD5EQjRx6BAgBEAU&url=http://wildernessmedicinemagazine.com/1147/Adventure-CME-Q-and-A&psig=AOvVaw1zBpce9f_ikA4-NhkCRAF9&ust=1548075088420290


Introduction



Tip 1

First couple of activities:

- tell students who to ask

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj1wLiTq7_bAhXLbhQKHZU1C5MQjRx6BAgBEAU&url=https://play.google.com/store/apps/details?id%3Dcom.whatsapp%26hl%3Den_US&psig=AOvVaw2FWlMmA-tbmhAVu-Lff0Sy&ust=1528384777666591https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiUg5KkjuHfAhWuyYUKHfhhBLcQjRx6BAgBEAU&url=https://pitbeauty.com/products/pit-felt-tip-eyeliner&psig=AOvVaw0o_duJtgZUMeeeZ7XrVA5I&ust=1547137415268575

Festival



Tip 2

In open (Q & A) tasks, always provide a model answer



Tip 3

Activities with images spark curiosity and encourage genuine interaction.



Confetti

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj1wLiTq7_bAhXLbhQKHZU1C5MQjRx6BAgBEAU&url=https://play.google.com/store/apps/details?id%3Dcom.whatsapp%26hl%3Den_US&psig=AOvVaw2FWlMmA-tbmhAVu-Lff0Sy&ust=1528384777666591http://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiD5bCmp_zfAhULKBoKHXHxCCgQjRx6BAgBEAU&url=http://www.google.es/url?sa%3Di%26rct%3Dj%26q%3D%26esrc%3Ds%26source%3Dimages%26cd%3D%26ved%3D%26url%3Dhttp://www.stickpng.com/img/objects/party/confetti-background%26psig%3DAOvVaw1Kxn6iYRw9edsYjOBPsAV-%26ust%3D1548071757904353&psig=AOvVaw1Kxn6iYRw9edsYjOBPsAV-&ust=1548071757904353https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjQj_6BtvzfAhWS3eAKHfSVBfkQjRx6BAgBEAU&url=https://www.headtorch.org/the-guessing-game/&psig=AOvVaw2rrZd1hkvN966GZbQ0y58h&ust=1548075665890886

Where in the world?



Tip 4

Photos of the students themselves generate the most activity

*privacy issues


The WhatsApp programme My angle on....


Tip 5

In Q & A tasks, set a limit (3) questions per contribution



Tip 6

There’s no such thing as a stupid question!


Pass the parcel


https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwipgIm2qPzfAhXNz4UKHcY_DJ0QjRx6BAgBEAU&url=https://chasingspoons.wordpress.com/tag/pass-the-parcel/&psig=AOvVaw3H0UCpQi2OW3GhsCwSdSCE&ust=1548072153785735https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwj1wLiTq7_bAhXLbhQKHZU1C5MQjRx6BAgBEAU&url=https://play.google.com/store/apps/details?id%3Dcom.whatsapp%26hl%3Den_US&psig=AOvVaw2FWlMmA-tbmhAVu-Lff0Sy&ust=1528384777666591


This or that?



This or that? Student suggestions

wine or beer?

summer or winter?

Harry Potter or Game of Thrones?

Apple or Android?



Tip 7

Alternate drills for accuracy and open activities for fluency.



Tip 8

Only correct if requested or if an error is becoming ‘intrusive’.


Results

Total of 782 messages

673 (86%) from learners

Average:

29 messages per learner

21 messages a day


Results

Group dynamics:

Students joining the group late generally did not participate.


Results

Successful tasks

- Drills - ‘safe’ parameters, but ss often want to go beyond the

demands of the task

- Exchange of personal information - Task 1 (introduction) 100% participation

- Involve images - average of 57 messages (3 x student)


Results

Attrition effect:

If a task has multiple stages, participation will drop successively.


Results

Agency

Students ‘took over’ the WhatsApp group and made it their own.


Results

0

20

40

60

80

100

120

27

/06

/20

17

28

/06

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17

29

/06

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17

30

/06

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17

01

/07

/20

17

02

/07

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17

03

/07

/20

17

04

/07

/20

17

05

/07

/20

17

06

/07

/20

17

07

/07

/20

17

08

/07

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17

09

/07

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17

10

/07

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11

/07

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17

12

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13

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14

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15

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16

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17

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18

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17

19

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20

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21

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22

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23

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24

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25

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26

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27

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28

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17

29

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17

30

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17

On-taskOff-task


Off-task contributions:

1. Admin.

2. Social


Results

They became themselves in the group:

- Real-life behaviour

- Personalities

- Teasing / Joking


Results

Their interaction continued (in English) after the course had finished.


Results

Students used the Target Language

(Only 8.7% of contributions in L1)


Conclusions

Similarity to successful speaking activities

–Clear instructions

–Model

– Exploit learners’ curiosity about each other

– Encourage off-task interaction • Take off your teacher hat

–Don’t interfere (except at ‘point of need’)


THANK YOU!

https://www.google.es/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjIusDWuZ_gAhX3AWMBHTRRADsQjRx6BAgBEAU&url=https://pngimage.net/thank-you-emoji-png-6/&psig=AOvVaw0t46lhSn3AFO3ca7-dYOc3&ust=1549279402705575

References

Benson, P. & Reinders, H. (Eds.) (2011) Beyond the Language Classroom. Palgrave Macmillan.

Benson, P. (2018) IATEFL ReSIG PCE Autonomy beyond the classroom.

Brooks-Young, S. Teaching with the Tools Kids Really Use. Corwin, 2010.

Henry, A. (2014). Swedish students’ beliefs about learning English in and outside of school. In Language Learning & Language Teaching, 40. (pp. 93–116).

Hockly, N. & Dudeney, G. (2014) Going Mobile. Delta Publishing.

Labov, W. (1972) Language in the Inner City. University of Pennysylvania Press.

Lamy, M-L. & Zourou, K. (2013) Social Networking for Language Education. Palgrave Macmillan

Macaro, E. (2008). The shifting dimensions of language learner autonomy. In T. E. Lamb and H. Reinders (Eds.) Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Mackay, J. (2015). An Ideal L2 Self Intervention. Unpublished doctoral thesis, Universitat de Barcelona.

Motiwalla, L.F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49.

Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders’ oral proficiency and vocabulary. Karlstad, Sweden: Karlstad University Studies. .

Ushioda E. (Ed.) (2013) International perspectives on motivation: Language learning and professional challenges

Vez, J. M., Martinez, E. & Lorenzo, A. (2013). Environmental exposure and use of the foreign Language in non-formal contexts improve its oral comprehension. European Survey on Language Competences: ESLC. Secondary Research. Madrid. Ministerio de Educación, Cultura y Deporte.

What’s up with WhatsApp?What’s up with WhatsApp? Using a WhatsApp programme with adult EFL...

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