Exploration of EFL Freshman Law Students’ Attitudes on Telegram Messenger Usability in a Legal Terminology Course
DOI:
https://doi.org/10.17507/tpls.1212.06Keywords:
EFL, ESP, legal terminology, mobile-assisted language learning, TelegramAbstract
In recent years, there has been an increasing tendency for educational institutions and EFL instructors to integrate social media platforms in English language learning environments. The hypothesis is that social media platforms, including Facebook, Twitter, and Telegram, have positive impacts on the development of reading, writing, and communication skills, as well as the vocabulary development of EFL students. Despite the prolific literature on the effectiveness and usability of social media platforms, including Telegram, in EFL contexts, very little research has been done on the impact of Telegram Messenger on language development in general and the vocabulary development of ESP students. Thus, this study explores EFL law students' views of the usability of Telegram Messenger in a Telegram-supported legal terminology course. This quantitative study applies convenience sampling and adapts Kusuma and Suwartono’s (2021) survey questionnaire to collect data. The findings reveal a multi-faceted and very clear picture of Telegram Messenger as an informal form of virtual learning media. The findings confirm that Telegram Messenger is a very beneficial and effective tool, as demonstrated in the legal terminology course. Students express satisfaction with Telegram Messenger due to its easy accessibility and flexible use. They have positive attitudes concerning the educational applications of Telegram Messenger, especially in establishing learner–learner and lecturer–learner types of interaction and keeping them updated with lectures and examination-related issues. Telegram Messenger assists students in catching up with the lectures they cannot attend due to unfavorable circumstances.
References
Abdullah, F., Tandiana, S. T., & Amelia, R. (2020). Storybird-based narrative writing activities among Indonesian EFL learners: Focusing on contributions. Premise. Journal of English Education and Applied Linguistics, 9(2), 164–182.
Abu-Ayfah, Z. A. (2020). Telegram App in learning English: EFL students’ perceptions. English Language Teaching, 13(1), 51–62.
Agarwal, H., & Pandey, G. N. (2013). Impact of e-learning in impact of e-learning in education. International Journal of Science and Research, 2(12), 146–148.
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.
Ahn, S. M. (2021). Korean EFL college students' acceptance of smartphone applications for English language learning. [Unpublished Doctoral dissertation]. Alliant International University.
Al-Abdli, H. A. (2018). The impact of teaching by using interactive mobile applications on the attitudes of students, Faculty of Education, Hodeida University, towards the technology of education and its applications. Journal of Educational & Psychological Sciences, 19(1), 581–612.
Aladsani, H. K. (2021). University students’ use and perceptions of Telegram to promote effective educational interactions: A qualitative study. International Journal of Emerging Technologies in Learning, 16(9), 182–197.
Alakrash, H. M., Razak, N. A., & Bustan, E. S. (2020). The effectiveness of employing Telegram application in teaching vocabulary: A quasi experimental study. Multicultural Education, 6(1), 151–159.
Alizadeh, I. (2018). Evaluating the educational usability of Telegram as an SNS in ESAP programs from medical students’ perspective. Education and Information Technologies, 23(6), 2569–2585.
Alodwan, T. A. A. (2021). The effect of using Telegram application on improving writing skill for the students of English as a foreign language. Elementary Education Online, 20(6), 847–856.
Auer, M. E., & Tsiatsos, T. (2019). The challenges of the digital transformation in education. In Proceedings of the 21st International Conference on Interactive Collaborative Learning (ICL2018) (Volume 2). Springer International Publishing.
Azman, M., Shuraimi, F., & Yunus, M. M. (2018). Enhancing English language learning and teaching via Qgram (Telegram and Quizlet) innovation. International Journal of Academic Research in Progressive Education and Development, 7(4), 435–446.
Charness, N., & Boot, W. (2016). Technology, gaming, and social networking. In xx (Eds.), Handbook of the psychology of aging (pp. xx–xx). Elsevier Academic Press.
Chotipaktanasook, N. (2016). Using social media in the EFL classroom for the enhancement of low affective filter and willingness to communicate. Proceedings of CLaSIC, 56–64.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003.
Embi, M. A. (2018). Factors influencing polytechnic English as second language (ESL) learners’ attitude and intention for using mobile learning. Asian ESP Journal, 14(7), 195–208.
Etikan, I. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
Faramarzi, S., Tabrizi, H. H., & Chalak, A. (2019). Telegram: An instant messaging application to assist distance language learning. Teaching English with Technology, 19(1), 132–147.
Ghaemi, F., & Golshan, N. S. (2017). The impact of Telegram as a social network on teaching English vocabulary among Iranian intermediate EFL learners. International Journal of Information and Communication Sciences, 2(5), 86–92.
Ghobadi, S., & Taki, S. (2018). Effects of Telegram Stickers on English vocabulary learning: Focus on Iranian EFL learners. Research in English Pedagogy, 6(1), 139–158
Gilakjani, A. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95–106.
Han, S. (2003). Individual adoption of information systems in organizations: A literature review of technology acceptance model. Turku Centre for Computer Science.
Inayati, N. (2015). English language teachers’ use of social media technology in Indonesian higher education context. Asian EFL Journal, 17(4), 6–36.
Khansarian-Dehkordi, F., & Ameri-Golestan, A. (2016). Effects of mobile learning on acquisition and retention of vocabulary among Persian-speaking EFL learners. CALL-EJ, 17, 43–56.
Klimova, B. (2018). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies, 23, 1–9. https://doi.org/10.1007/s10639-017-9655-5
Kusuma, L., & Suwartono, T. (2021). Students' response to the use of Telegram in English class during COVID-19 pandemic. Premise Journal of English Education, 10, 20–36. https://doi.org/10.24127/pj.v10i1.3555
Lestari, S., & Wardhono, A. (2020). The use of Telegram in basic grammar class at English study program. Unirow Tuban, 114–130.
Li, V. (2017). Social media in English language teaching and learning. International Journal of Learning and Teaching, 3(2), 148–153. https://doi.org/10.18178/ijlt.3.2.148-153
Mashhadi Heidar, D., & Kaviani, M. (2016). The social impact of Telegram as a social network on teaching English vocabulary among Iranian intermediate EFL learners (pp. 65–76). Payam Noor Center.
Muslimah, A. (2018). A survey on the use of Google Classroom in English language education. [Unpublished Master's thesis]. Islamic University of Indonesia, Yogyakarta, Indonesia.
Naderi, S., & Akrami, A. (2018). EFL learners’ reading comprehension development through MALL: Telegram groups in focus. International Journal of Instruction, 11, 339–350. https://doi.org/10.12973/iji.2018.11223a
Nosenko, O., Nosenko, Y., & Shevchuk, R. (2021). Telegram Messenger for supporting educational process under the conditions of quarantine restrictions. Paper presented at the Proceedings of the 17th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer, September 28 – October 2, 2021, Kherson, Ukraine.
Nova, M. (2020). Videoconferencing for speaking assessment medium: Alternative or drawback? Premise Journal of English Education, 9(2), 111–128. https://doi.org/10.24127/pj.v9i2.3068
Polly, D., & Binns, I. (2018). Elementary education candidates’ integration of technology in science units. Contemporary Issues in Technology and Teacher Education, 18(4), 631–647.
Prestridge, S. (2014). A focus on students’ use of Twitter – Their interactions with each other, content and interface. Active Learning in Higher Education, 15(2), 101–115. https://doi.org/10.1177/1469787414527394
Putra, M. Y. R. F., & Inayati, D. (2021). The teaching of English by using Telegram application: A case study at SMKN (Vocational High School) 4 Malang. EDUCAFL: Journal of Education of English as Foreign Language, 4(2), 94–100.
Ramamurthy, L., Shafien, S., Nawi, N. S. M., Azlan, M. A. K., & Ab Rashid, R. (2022). Students feedback on using Telegram in speaking practice during self learning time. International Online Journal of Language, Communication, and Humanities, 5(1), 1–15.
Shirinbakhsh, S., & Saeidi, F. (2018). The effectiveness of Telegram for improving students' reading ability. Journal of Applied Linguistics and Language Research, 5, 118–129.
UNESCO (2021). The state of the global education crisis: A pathway to recovery. World Bank Group.
Wahyuni, S. (2018). Students' perspectives on using Telegram Messenger as a learning media. ELT-Lectura, 5(1), 31–37. https://doi.org/10.31849/elt-lectura.v5i1.1073
Weerasinghe, S., & Hindagolla, M. (2018). Technology acceptance model and social network sites (SNS): A selected review of literature. Global Knowledge, Memory and Communication, 67(3), 142–153. https://doi.org/10.1108/GKMC-09-2017-0079
Wyatt, R. (2006). Check your English vocabulary for law: All you need to improve your vocabulary. Bloomsbury Publishing.
Xodabande, I. (2017). The effectiveness of social media network Telegram in teaching English language pronunciation to Iranian EFL learners. Cogent Education, 4(1), 1–14. https://doi.org/10.1080/2331186X.2017.1347081
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.
Zayani, M. (2018). Digital Middle East: State and society in the information age. Oxford University Press.
Zhao, K. (2021). Sample representation in the social sciences. Synthese, 198(2), 9097–9115. https://doi.org/10.1007/s11229-020-02621-3
