University Students’ Perception of Using the Telegram Application in learning listening and speaking skills of English as a Foreign Language in Libya:
Keywords:
Telegram Application, learning listening and speaking skills, English Language, Students of Salug BranchAbstract
The development of information technology, and the invention of new applications made it possible for EFL students to learn English via their mobiles. One of the applications that have obtained popularity in learning languages is the Telegram. Recently many language institutions integrated this app in their educational processes. As a result, there was a need to focus on the area of students’ perception about the acceptance of the Telegram in the language learning context. Accordingly, this study is conducted with a number of some Libyan university students to investigate their perception towards using the Telegram application in learning the English language skills of listening and speaking. The participants were 30 students who were studying at the third term at the department of the English language, the Salug Branch, Benghazi university. The researcher collected the data by using mixed methods; a questionnaire and a semi- structured interview to gain more reliable and valid data. The findings revealed that the Libyan students had positive attitudes about using this tool in their learning of English speaking and listening skills. The students found it better to use the telegram as a part of their learning process. The study applies Technology Acceptance Model and interaction theory to have an accurate explanation of the Salug Faculty students’ perception of using telegram application in learning the English speaking and listening skills. The findings of this research may be applied for further studies into improving different language skills using different web-based tools during online and offline lessons.References
Abu-Al-Aish, A. & Love, S. (2013). Factors influencing students’ acceptance of m-learning: A investigation in higher education. International Review of Research in Open and Distributed Learning, 14(5), 82–107. DOI:10.1504/IJMLO.2013.057165
Aghajani, M.; Adloo, M. (2018) The effect of online cooperative learning on students ‘writing skills and attitudes through telegram application. International Journal of Instruction. 11(3),433-448. DOI:10.12973/iji.2018.11330a
Ahmed, M. D. (2015). Can smartphones pave the path towards EFL competence for Saudi college students? Education and Linguistics Research, 1(2), 120-144. DOI:10.5296/elr.v1i2.8467
Alahmad, M(2020)The Effectiveness of Telegram App in Learning English. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal. 3(3):1274-1280. 10.33258/birle.v3i3.1165
Aldhafeeri, F and M. Almulla. 2006. ‘Teachers’ expectations of the impact of E- learning on Kuwait’s public education system’. Social Behavior and Personality An International Journal. 34(6):711-728. DOI:10.2224/sbp.2006.34.6.711
Abu-Ayfah, Z. A. (2020). Telegram App in Learning English: EFL Students’ Perceptions. English Language Teaching, 13(1), 51–62. DOI:10.5539/elt.v13n1p51
Beatty, K. 2003. Teaching and researching computer-assisted language learning. Harlow: Longman.
Biggam, J. 2008. Succeeding with Doing your Masters’ Dissertation: Step by Step
Handbook. England: Open University Press
Bower, M. (2006). ‘Virtual classroom pedagogy. ACM SIGCSE Bulletin. 38(1): 148– 152. DOI:10.1145/1124706.1121390
Boiko, S., & Volkova, O. (2021). Incorporating telegram messenger into the foreign language study process to improve writing and speaking accuracy. Pedagogical sciences: theory, history, innovative technologies, 2(106), 170-181. DOI 10.24139/2312-5993/2021.02/170-181
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004.
Bygate, M. (1987). Speaking. Oxford: Oxford University Press.
Chen, W.T. (2022) How to Optimize the Students’ Engagement in Blended Learning. Open Access Library Journal, 9, 1-15. Doi: 10.4236/oalib.1108399.
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054–1064. https://doi.org/10.1016/j.compedu.2012.04.015.
Cho, M.-H., Kim, Y., & Choi, D. (2017). The effect of self-regulated learning on college students’ perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education, 34, 10–17. DOI:10.1016/j.iheduc.2017.04.001
Chong, J., Chong, A., Y, Ooi, K., & Lin, B. (2011). An empirical analysis of the adoption of m-learning in Malaysia. International Journal of Mobile Communication, 9(1), 1-18. DOI:10.1504/IJMC.2011.037952
Curtis, D.D. and Lawson, M.J. (2001) Exploring Collaborative Online Learning. Journal of Asynchronous Learning Networks, 5(1), 21-34. DOI:10.24059/olj.v5i1.1885.
Davis, F. (1989) Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3),319-340. https://doi.org/10.2307/249008.
Dahri, N.A.; Vighio, M.S.; Bather, J.D.; Arain, A.A. (2021). Factors Influencing the Acceptance of Mobile Collaborative Learning for the Continuous Professional Development of Teachers. Sustainability 13(23), 13222. DOI:10.3390/su132313222.
Depari, Devi, Sianipar, Herman, Napitupulu.(2022) Students' perception of using telegram in learning English at SMK Negeri 1Bandar Masilam.. Education and Human Development Journal 7 (2) 13-22. DOI:10.33086/ehdj.v7i2.3188
Dornyei, Z & Taguchi, T (2010). Questionnaires in Second Language Research. Construction, Administration and Processing (2nd edition), New York: Routledge - Taylor & Francis.
Heidari Tabrizi, H., & Onvani, N. (2018). The Impact of employing telegram app on Iranian EFL beginners’ vocabulary teaching and learning. Applied Research on English Language, 7 (1), 1-18. DOI:10.22108/are.2017.103310.1087.
Hsu, J.(2009). Employing Interactive technologies for Educational and learning: learning-oriented applications of blogs, wikis, podcasts and more’ in L. Tmei (eds.). Information Communication Technologies for Enhanced Education and Learning. New York: information science reference.
Huang, R. &, Yu, C. (2019). Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model. Australasian Journal of Educational Technology.35(3)118-131. DOI:10.1080/14703297.2019.1628798.
Hurd, S. (1999). ‘Distance language learners and learner support: beliefs, difficulties
and use of strategies. Links & Letters.7, 61-80.
Hurd, S. (2006). ‘Towards a better understanding of the dynamic role of the distance
language learner: learner perceptions of personality, motivation, roles, and
approaches. Distance Education 27 (3), 303-329. DOI:10.1080/01587910600940406
Hsu, J.(2009). Employing Interactive technologies for Educational and learning: learning-oriented applications of blogs, wikis, podcasts and more’ in L. Tmei (eds.). Information Communication Technologies for Enhanced Education and Learning. New York: information science reference.
Hsu, H., T& Cheng, C (2022). Extending the technology acceptance model of college learners' mobile-assisted language learning by incorporating psychological constructs. The British Journal of Educational Technology. 53 (2) 207-431. DOI:10.1111/bjet.13165
Ibrahim, M.N., Norsaal, E, Abdullah, M. H., Che Soh, Z.H,& Othan, A. ( 2016). Teaching and Learning Enhancement Based on Telegram social media Tool. Jurnal Intelek,11(1), 7-11. https://jurnalintelek.uitm.edu.my/index.php/main/article/view/127
Iksan, H. Z., & Mohd Saufian, S. (2017). Mobile learning: innovation in teaching and learning using Telegram. IJPTE : International Journal of Pedagogy and Teacher Education, 1 (1). 19-26. DOI:10.20961/ijpte.v1i1.5120
Kim, B. (2001). ‘Social constructivism’. in M. Orey (eds.). Emerging Perspectives on Learning, Teaching, and Technology 1(1): 55-61
La Rocca, C., Margottini, M. & Capobianco, R. Collaborative learning in higher education. Open Journal of Social Sciences. 2 (2):61-66. DOI: 10.4236/jss.2014.22009
Levin, P. (2005). Successful teamwork. London: Bell & Bain Ltd.
Marikyan, D & Papagiannidis, S. w. (2022) Technology Acceptance Model: A review. In S. Papagiannidis (Ed), TheoryHub Book. http://open.ncl.ac.uk.
Mashhadi Heidar, D., & Kaviani, M. (2016). The social impact of telegram as a social network on teaching English vocabulary among Iranian intermediate EFL learners. Sociological Studies of Youth,7 (23), 65-76.
Naderi, S., & Akrami, A. (2018). EFL learners’ reading comprehension development through MALL: Telegram groups in focus. International Journal of Instruction, 11(2), 339–350. https://doi.org/10.12973/iji.2018.11223a.
Nassuora, A. B. (2012). Students’ acceptance of mobile learning for higher education in Saudi Arabia. American Academic & Scholarly Research Journal, 4(2). DOI:10.12785/ijlms/010101
Paris, T., Manap .N, Abas ,H & Ling, L (2021). Exploring learners’ acceptance and attitude towards mobile assisted language learning (MALL). Environment-Behavior Proceedings Journal.6(16),49-54. DOI:10.21834/ebpj.v6i16.2734
Park, S. Y, Nam, M., & Cha, S. (2011). University students’ behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Education Technology, 43(4), 592-605 DOI:10.1111/j.1467-8535.2011.01229.x
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084
Rhema, I & A Miliszewska. (2010). ‘Towards e-learning in high education in
Libya’. Issues in Informing Science e and Information Technology 7: 423- 437.
DOI:10.28945/1218
Telegram FAQ. (n.d.). Retrieved May 10, 2022 from https://www.telegram.org/faq
Thomas. A. (2004). Research skills for management studies. London: Routledge.
Warschauer, M. (1997). ‘Computer-mediated collaborative learning: theory and practice’. Modern Language Journal 81/3: 470-481. https://doi.org/10.1111/j.1540-4781.1997.tb05514.x.
Yinka, A. R., & Queendarline, N. N. (2018). Telegram as a social media tool for teaching and learning in tertiary institutions. International Journal of Multidisciplinary Research and Development, 5 (7), 95-98.
Zorko, V. 2009. ‘Factors affecting the way students collaborate in a wiki for English language learning’. Australasian Journal of Educational Technology. 25 (5) 645-665. DOI:10.14742/ajet.1113.
