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USING WHATSAPP TO EXTEND LEARNING IN A BLENDED CLASSROOM ENVIRONMENT

100%
Annamalai N.
Teaching English with Technology
|
2019
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vol. 19
|
issue 1
3-20
EN
This study explored the use of WhatsApp chat group as a platform for extending learning in a blended learning classroom with a small group of undergraduates in the Malaysian context. The aim was to provide learners with the opportunity to reflect the strengths and challenges of using the WhatsApp as an extended learning platform. The students’ reflections were further supported by the online interaction archives. Findings revealed that the majority of the students expressed the preference for WhatsApp in their reflections. However, certain problems were also identified in this study. Based on the findings the study has outlined certain pedagogical implications that can be a guide for the future use of apps in teaching and learning activities.
2
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INSTANT MESSAGING LANGUAGE IN JORDANIAN FEMALE SCHOOL STUDENTS’ WRITING

88%
Rabab’ah G. A., Rabab’ah B. B., Suleiman N. A.
Teaching English with Technology
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2016
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vol. 16
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issue 2
116-142
EN
This study seeks to examine the existence of Instant Messaging language phenomenon among female teenagers in some Jordanian private schools and its influence on their learning experience, mainly literacy. It also raises questions about the characteristics of textese as well as teachers’ attitude towards their students’ use of SMS language in their academic writing. The methodology used in this study involves the descriptive and quantitative analysis of writings taken from 320 female teenagers in four different private schools in Amman, Jordan following National and International Programs as well as the responses to a questionnaire filled out by 100 EFL teachers. Upon the examination of these writings, it becomes clear that Instant Messaging language appears in students’ writing, and teachers have reservations towards its use by their students in their writing. Data suggest that teachers should raise students’ awareness of this issue to help them effectively control and enhance the influence of Instant Messaging on their academic writing.
3

An ICQ Message Board Session as Discourse: A Case Study

75%
Górska A.
Lodz Papers in Pragmatics
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2007
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vol. 3
|
issue -1
179-193
EN
Even though the scope of literature on online communication expands fast, very little attention seems to be paid to instant messengers-programmes providing for one to one communication in real time. It is quite surprising, since such programmes create conditions closest to face to face communication. The similarities and differences between computer-mediated and face to face interaction should be the most apparent in instant messenger mediated communication. The present paper focuses on this type of internet communication. The data sample is a transcript of an online conversation that took place within one day. It is analysed within the framework of Conversation Analysis with regard to turn-taking and the occurrence of discourse markers. Also, attention is paid to the use of minimal responses. Although, as might be expected, face to face and computer-mediated interaction share many features with respect to the above criteria, there arise a few interesting differences.
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