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
Out-of-class learning
• 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
Out-of-class learning
• 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
WhatsApp – facts - Spain
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)
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
WhatsApp – facts - Spain
1. Present on ....98.% 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)
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
WhatsApp – facts - Spain
1. Present on ....98.% of smartphones in the country.
2. Used by .........89.% 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)
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
WhatsApp – facts - Spain
1. Present on ....98.% of smartphones in the country.
2. Used by .........89.% of users of social media.
3. 100......% 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)
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
WhatsApp – facts - Spain
1. Present on ....98.% of smartphones in the country.
2. Used by .........89.% of users of social media.
3. 100......% 18-24 year olds use instant messaging service.
4. Users = ...52..% women ...48..% 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)
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
WhatsApp – facts - Spain
1. Present on ....98.% of smartphones in the country.
2. Used by .........89.% of users of social media.
3. 100......% 18-24 year olds use instant messaging service.
4. Users = ...52..% women ...48..% men.
5. Consult WhatsApp average ....6... times a day.
Source Interactive Advertising Bureau (IAB) April, 2017 / Comisión Nacional de los Mercados y la Competencia (CNMC), 2015)
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
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
Mobile Language Learning
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
Mobile Language Learning
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
Mobile Language Learning
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
Mobile Language Learning
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
The WhatsApp programme
The WhatsApp programme
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
The WhatsApp programme
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
The WhatsApp programme
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/
The WhatsApp programme
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
The WhatsApp programme
Introduction
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
The WhatsApp programme
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
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
The WhatsApp programme
Tip 2
In open (Q & A) tasks, always provide a model answer
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
The WhatsApp programme
Tip 3
Activities with images spark curiosity and encourage genuine interaction.
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
The WhatsApp programme
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?
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
The WhatsApp programme
Tip 4
Photos of the students themselves generate the most activity
*privacy issues
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
The WhatsApp programme My angle on....
The WhatsApp programme
Tip 5
In Q & A tasks, set a limit (3) questions per contribution
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
The WhatsApp programme
Tip 6
There’s no such thing as a stupid question!
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
Pass the parcel
The WhatsApp programme
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
The WhatsApp programme
This or that?
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
The WhatsApp programme
This or that? Student suggestions
wine or beer?
summer or winter?
Harry Potter or Game of Thrones?
Apple or Android?
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
The WhatsApp programme
Tip 7
Alternate drills for accuracy and open activities for fluency.
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
The WhatsApp programme
Tip 8
Only correct if requested or if an error is becoming ‘intrusive’.
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
Results
Total of 782 messages
673 (86%) from learners
Average:
29 messages per learner
21 messages a day
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
Results
Group dynamics:
Students joining the group late generally did not participate.
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
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)
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
Results
Attrition effect:
If a task has multiple stages, participation will drop successively.
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
Results
Agency
Students ‘took over’ the WhatsApp group and made it their own.
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
Results
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On-taskOff-task
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
Off-task contributions:
1. Admin.
2. Social
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
Results
They became themselves in the group:
- Real-life behaviour
- Personalities
- Teasing / Joking
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
Results
Their interaction continued (in English) after the course had finished.
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
Results
Students used the Target Language
(Only 8.7% of contributions in L1)
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
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’)
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
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.
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