Effect of WhatsApp-based Tasks on Developing EFL Students' Writing Skills.
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| Title: | Effect of WhatsApp-based Tasks on Developing EFL Students' Writing Skills. |
|---|---|
| Authors: | Benlaghrissi, Hassane1 benlaghrissi@gmail.com, Ouahidi, L. Meriem1 l.ouahidi@usms.ma |
| Source: | International Journal of Instruction. Apr2024, Vol. 17 Issue 2, p707-720. 14p. |
| Subject Terms: | *English as a foreign language, *Journal writing, *Secondary school students, *Experimental groups, *Comparative grammar |
| Company/Entity: | WhatsApp Inc. |
| Abstract: | The emergence of task-based language teaching (TBLT) and the development of MALL technology have been two of the most significant trends in TESOL. However, investigating how MALL combined with TBLT can promote EFL learners' writing abilities is still lacking in the literature. In light of this, this study examines the effect of WhatsApp-based tasks on EFL learners' paragraph writing performance of 66 Moroccan secondary school students. The participants were randomly assigned to the control (n=32) and experimental groups (n=34). While the control group taught writing in the traditional method using the process writing approach, the experimental group were taught writing through tasks in a WhatsApp-based instruction mode where participants chatted, shared and commented on each other tasks for one semester. To collect data, a writing test was used as a pre- and post-test to assess the participants' performance in both groups. The findings, based on Independent T-Tests (SPSS-26), indicated that the experimental group outperformed the control group in the overall writing performance as well as in the five targeted writing subskills: content and ideas, appropriate organisation, variety of vocabulary, accurate use of language, and accurate use of mechanics (Reid, 1993; Brown, 2006). As a result, this suggested the pedagogical impact of MALL and TBLT, as an innovative mode of delivery challenging traditional structure-based models, on EFL learners' paragraph writing performance. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 176323567 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Effect of WhatsApp-based Tasks on Developing EFL Students' Writing Skills. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Benlaghrissi%2C+Hassane%22">Benlaghrissi, Hassane</searchLink><relatesTo>1</relatesTo><i> benlaghrissi@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ouahidi%2C+L%2E+Meriem%22">Ouahidi, L. Meriem</searchLink><relatesTo>1</relatesTo><i> l.ouahidi@usms.ma</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Apr2024, Vol. 17 Issue 2, p707-720. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Journal+writing%22">Journal writing</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+groups%22">Experimental groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+grammar%22">Comparative grammar</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22WhatsApp+Inc%2E%22">WhatsApp Inc.</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The emergence of task-based language teaching (TBLT) and the development of MALL technology have been two of the most significant trends in TESOL. However, investigating how MALL combined with TBLT can promote EFL learners' writing abilities is still lacking in the literature. In light of this, this study examines the effect of WhatsApp-based tasks on EFL learners' paragraph writing performance of 66 Moroccan secondary school students. The participants were randomly assigned to the control (n=32) and experimental groups (n=34). While the control group taught writing in the traditional method using the process writing approach, the experimental group were taught writing through tasks in a WhatsApp-based instruction mode where participants chatted, shared and commented on each other tasks for one semester. To collect data, a writing test was used as a pre- and post-test to assess the participants' performance in both groups. The findings, based on Independent T-Tests (SPSS-26), indicated that the experimental group outperformed the control group in the overall writing performance as well as in the five targeted writing subskills: content and ideas, appropriate organisation, variety of vocabulary, accurate use of language, and accurate use of mechanics (Reid, 1993; Brown, 2006). As a result, this suggested the pedagogical impact of MALL and TBLT, as an innovative mode of delivery challenging traditional structure-based models, on EFL learners' paragraph writing performance. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.29333/iji.2024.17239a Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 707 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Journal writing Type: general – SubjectFull: Secondary school students Type: general – SubjectFull: Experimental groups Type: general – SubjectFull: Comparative grammar Type: general – SubjectFull: WhatsApp Inc. Type: general Titles: – TitleFull: Effect of WhatsApp-based Tasks on Developing EFL Students' Writing Skills. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Benlaghrissi, Hassane – PersonEntity: Name: NameFull: Ouahidi, L. Meriem IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1694609X Numbering: – Type: volume Value: 17 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Instruction Type: main |
| ResultId | 1 |
