The Effects of Utilizing Telegram App to Enhance Students’ ESL Writing Skills

Murni Hayati binti Mohd Dollah (), Subadrah Madhawa Nair () and Walton Wider ()

International Journal of Educational Studies, 2021, vol. 4, issue 1, 10-16

Abstract: Mobile learning provides students to learn anywhere without the need of physical classroom. The main objective of this study is to investigate whether the utilization of Telegram app can enhance students’ ESL writing skills. The second objective is to investigate whether the utilization of Telegram app can enhance students’ perceptions towards ESL writing skills. Quasi-experimental one group pre-test post-test design was employed in this study. The students from the experimental group were given a pre-test (descriptive writing test) via Telegram app and their essays were marked by their teacher. The experiment lasted four weeks, and students were taught ESL writing skills using the Telegram app during that time. After the intervention a post-test was administered. This study used two types of instruments, pre- test, post-tests and a questionnaire. The data from the pre-test and post-test were analyzed using the paired sample t-test, and the questionnaire was analyzed using descriptive statistics. This study shows some interesting findings. Firstly, the results indicate that the utilization of Telegram app enhances students’ performance in their overall ESL writing; spelling, punctuation, organization, vocabulary, grammar, content quality and creativity. In addition, students’ perceptions towards ESL writing skills enhanced significantly. This study has effective pedagogical implication because utilization of Telegram app helps to improve students’ writing skills. Furthermore, the findings suggest that ESL teachers can use Telegram app as an alternative method in teaching writing skills.

Keywords: Telegram app; writing skills; Essay writing; ESL; Mobile learning; Form five pupils; E-learning; Mobile phones; Pedagogical tool; Communication devices. (search for similar items in EconPapers)
Date: 2021
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