A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context

As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for “optimal” conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and ou...

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Autores principales:	Hulya Avci, Tufan Adiguzel
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	mobile learning collaborative learning instant feedback foreign language learning informal learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/28b145f6dbaa4f6288997d210c93ae5e
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id	oai:doaj.org-article:28b145f6dbaa4f6288997d210c93ae5e
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spelling	oai:doaj.org-article:28b145f6dbaa4f6288997d210c93ae5e2021-12-02T19:20:53ZA Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context10.19173/irrodl.v18i7.32611492-3831https://doaj.org/article/28b145f6dbaa4f6288997d210c93ae5e2017-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3261https://doaj.org/toc/1492-3831As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for “optimal” conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students. Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work. Hulya AvciTufan AdiguzelAthabasca University Pressarticlemobile learningcollaborative learninginstant feedbackforeign language learninginformal learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 7 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	mobile learning collaborative learning instant feedback foreign language learning informal learning Special aspects of education LC8-6691
spellingShingle	mobile learning collaborative learning instant feedback foreign language learning informal learning Special aspects of education LC8-6691 Hulya Avci Tufan Adiguzel A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context
description	As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for “optimal” conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students. Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work.
format	article
author	Hulya Avci Tufan Adiguzel
author_facet	Hulya Avci Tufan Adiguzel
author_sort	Hulya Avci
title	A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context
title_short	A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context
title_full	A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context
title_fullStr	A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context
title_full_unstemmed	A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context
title_sort	case study on mobile-blended collaborative learning in an english as a foreign language (efl) context
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/28b145f6dbaa4f6288997d210c93ae5e
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A Case Study on Mobile-Blended Collaborative Learning in an English as a Foreign Language (EFL) Context

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