Use of WhatsApp as a teaching tool...
In the digital age, the integration of technology into education has transformed how teachers and students communicate, interact and learn. One of the most widely used platforms for communication among young people today is WhatsApp. Originally designed as a social messaging app, WhatsApp has increasingly found its place in educational settings, particularly in language learning. This essay explores the effectiveness of WhatsApp as a teaching tool for second language learners, focusing on its impact on language development, peer interaction and learner engagement, as well as the challenges and limitations associated with its use.
Since the days of Covid-19, as part of my language and linguistics courses, I have intermittently experimented with the use of WhatsApp as an educational platform by creating class groups. The goal was to encourage informal, yet meaningful, communication outside the classroom while supporting the development of English skills. The results were insightful and demonstrated that when used appropriately, WhatsApp can significantly enhance language learning experiences.
One of the clearest benefits of using WhatsApp in this context (according to the findings of the completed research project) was the improvement in students' writing and reading skills. Unlike formal assignments, WhatsApp messages allowed students to engage in daily, low-pressure writing. This informal writing environment encouraged more frequent practice, helped reduce anxiety about making mistakes, and allowed learners to experiment with new vocabulary and sentence structures. Many students reported that they felt more comfortable expressing themselves in English through messages than in formal classroom settings. In addition, reading classmates' responses exposed students to different writing styles, which further enriched their understanding of the language.
The use of voice notes on WhatsApp contributed to the development of listening and speaking skills, which gave learners an opportunity to practice pronunciation, improve their listening comprehension and gain exposure to different accents and speaking styles. This multi-modal form of communication - combining text, audio and sometimes even images - helped cater to different learning preferences and made learning more dynamic and engaging.
Most importantly, WhatsApp also facilitated peer learning and collaborative interaction. Through group discussions, students were able to ask questions, explain concepts to one another and share useful resources. This kind of peer teaching often led to a deeper understanding of course topics and increased motivation. For instance, students who were usually shy in class found WhatsApp a safer space to contribute ideas. The platform acted as a bridge, allowing quieter students to participate more actively and feel like valued members of the learning community.
However, despite these benefits, there were also some challenges. A common concern was the overwhelming number of messages, especially when discussions were active. Others mentioned difficulties in finding important messages, such as homework instructions, due to the lack of an organised structure. These issues highlight the need for clear guidelines and moderation to ensure that WhatsApp is used productively in an educational context.
To enhance the effectiveness of WhatsApp in language teaching, several improvements can be made. Teachers should establish clear rules for communication, including limits on the timing and content of messages. Dividing students into smaller topic-based groups could also reduce message overload and increase focus. Additionally, combining (as I have often done) WhatsApp with other platforms that allow for more structured content delivery - such as Google Classroom or Moodle - may help balance informal and formal learning.
In short, WhatsApp holds great potential as a teaching tool for second language learners. It offers a flexible, interactive and student-friendly space that supports language development, encourages participation and builds community. While it is not without its challenges, with proper planning and moderation, WhatsApp can be a powerful supplement to traditional language instruction.
Dr Najma Al Zidjaly
The writer is Associate Professor, Sultan Qaboos University
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Use of WhatsApp as a teaching tool...
In the digital age, the integration of technology into education has transformed how teachers and students communicate, interact and learn. One of the most widely used platforms for communication among young people today is WhatsApp. Originally designed as a social messaging app, WhatsApp has increasingly found its place in educational settings, particularly in language learning. This essay explores the effectiveness of WhatsApp as a teaching tool for second language learners, focusing on its impact on language development, peer interaction and learner engagement, as well as the challenges and limitations associated with its use. Since the days of Covid-19, as part of my language and linguistics courses, I have intermittently experimented with the use of WhatsApp as an educational platform by creating class groups. The goal was to encourage informal, yet meaningful, communication outside the classroom while supporting the development of English skills. The results were insightful and demonstrated that when used appropriately, WhatsApp can significantly enhance language learning experiences. One of the clearest benefits of using WhatsApp in this context (according to the findings of the completed research project) was the improvement in students' writing and reading skills. Unlike formal assignments, WhatsApp messages allowed students to engage in daily, low-pressure writing. This informal writing environment encouraged more frequent practice, helped reduce anxiety about making mistakes, and allowed learners to experiment with new vocabulary and sentence structures. Many students reported that they felt more comfortable expressing themselves in English through messages than in formal classroom settings. In addition, reading classmates' responses exposed students to different writing styles, which further enriched their understanding of the language. The use of voice notes on WhatsApp contributed to the development of listening and speaking skills, which gave learners an opportunity to practice pronunciation, improve their listening comprehension and gain exposure to different accents and speaking styles. This multi-modal form of communication - combining text, audio and sometimes even images - helped cater to different learning preferences and made learning more dynamic and engaging. Most importantly, WhatsApp also facilitated peer learning and collaborative interaction. Through group discussions, students were able to ask questions, explain concepts to one another and share useful resources. This kind of peer teaching often led to a deeper understanding of course topics and increased motivation. For instance, students who were usually shy in class found WhatsApp a safer space to contribute ideas. The platform acted as a bridge, allowing quieter students to participate more actively and feel like valued members of the learning community. However, despite these benefits, there were also some challenges. A common concern was the overwhelming number of messages, especially when discussions were active. Others mentioned difficulties in finding important messages, such as homework instructions, due to the lack of an organised structure. These issues highlight the need for clear guidelines and moderation to ensure that WhatsApp is used productively in an educational context. To enhance the effectiveness of WhatsApp in language teaching, several improvements can be made. Teachers should establish clear rules for communication, including limits on the timing and content of messages. Dividing students into smaller topic-based groups could also reduce message overload and increase focus. Additionally, combining (as I have often done) WhatsApp with other platforms that allow for more structured content delivery - such as Google Classroom or Moodle - may help balance informal and formal learning. In short, WhatsApp holds great potential as a teaching tool for second language learners. It offers a flexible, interactive and student-friendly space that supports language development, encourages participation and builds community. While it is not without its challenges, with proper planning and moderation, WhatsApp can be a powerful supplement to traditional language instruction. Dr Najma Al Zidjaly The writer is Associate Professor, Sultan Qaboos University
