Horizontes. Revista de
Investigación en Ciencias de la Educación
https://revistahorizontes.org
Volumen 8 / N° 35 / octubre-diciembre 2024
ISSN: 2616-7964
ISSN-L: 2616-7964
pp. 2046 - 2055
Use of WhatsApp in teaching English during the
pandemic: Case study
Uso de WhatsApp en la enseñanza del inglés
durante la pandemia: Estudio de caso
Uso do WhatsApp no ensino de inglês durante a
pandemia: Estudo de caso
Fanny Mercedes Abata Checa
fanny.abata@utc.edu.ec
https://orcid.org/0000-0002-3112-5637
Febe Paola Pullupaxi Tamayo
febe.pullupaxi1300@utc.edu.ec
https://orcid.org/0000-0001-5744-0080
Universidad Técnica de Cotopaxi. Latacunga, Ecuador
ABSTRACT
During
the pandemic, the Ministry of Education implemented virtual teaching strategies
using digital platforms and applications. WhatsApp emerged as a tool to support
English language instruction in virtual classes. This study aimed to explore
teachers' perceptions regarding the use of WhatsApp for teaching English as a
foreign language. A qualitative methodology with a descriptive and case study
design was employed, collecting data through a non-structured interview with
two English teachers. Findings from a Bachelor's degree project revealed that
WhatsApp was primarily utilized for providing task feedback, sharing
assignments and resources, and facilitating communication with students and
parents. The most practiced skills were writing, reading, and pronunciation.
However, it was concluded that while WhatsApp enabled quick communication, its
effectiveness as an educational tool for teaching English was limited due to
teachers' lack of training in leveraging WhatsApp for pedagogical purposes.
Key words:
English; teaching; perceptions; virtual classes; WhatsApp
RESUMEN
Durante la pandemia, el Ministerio de Educación
implementó estrategias de enseñanza virtual utilizando plataformas digitales y
aplicaciones. WhatsApp surgió como una herramienta para apoyar la enseñanza del
idioma inglés en clases virtuales. Este estudio tuvo como objetivo explorar las
percepciones de los docentes sobre el uso de WhatsApp para la enseñanza del
inglés como lengua extranjera. Se empleó una metodología cualitativa con un
diseño descriptivo y de estudio de caso, recolectando datos a través de una
entrevista no estructurada con dos docentes de inglés. Los hallazgos, derivados
de un proyecto de grado, revelaron que WhatsApp se utilizó principalmente para
proporcionar retroalimentación de tareas, compartir actividades y recursos, y
facilitar la comunicación con estudiantes y padres. Las habilidades más
practicadas fueron la escritura, la lectura y la pronunciación. Sin embargo, se
concluyó que, aunque WhatsApp permitió una comunicación rápida, su efectividad
como herramienta educativa para enseñar inglés fue limitada debido a la falta
de capacitación de los docentes en el uso pedagógico de WhatsApp.
Palabras clave: Inglés; Enseñanza; Percepciones;
Clases virtuales; WhatsApp
RESUMO
Durante a pandemia, o Ministério da Educação
implementou estratégias de ensino virtual utilizando plataformas digitais e
aplicativos. O WhatsApp surgiu como uma ferramenta para apoiar o ensino da
língua inglesa em aulas virtuais. Este estudo teve como objetivo explorar as
percepções dos professores sobre o uso do WhatsApp no ensino de inglês como
língua estrangeira. Foi utilizada uma metodologia qualitativa com um desenho
descritivo e de estudo de caso, coletando dados por meio de uma entrevista não
estruturada com dois professores de inglês. Os resultados, derivados de um
projeto de graduação, revelaram que o WhatsApp foi usado principalmente para
fornecer feedback de tarefas, compartilhar atividades e recursos e facilitar a
comunicação com alunos e pais. As habilidades mais praticadas foram escritas,
leitura e pronúncia. No entanto, concluiu-se que, embora o WhatsApp tenha
permitido uma comunicação rápida, sua eficácia como ferramenta educacional para
ensinar inglês foi limitada devido à falta de treinamento dos professores no
uso pedagógico do WhatsApp.
Palavras-chave: inglês; ensino; percepções; aulas
virtuais; WhatsApp
INTRODUCTION
Teaching English as a second language during the COVID-19
pandemic presented a significant challenge for educators. The abrupt shift from
face-to-face instruction to virtual learning disrupted traditional teaching methods,
compelling teachers to adopt new strategies and methodological alternatives to
ensure the continuity of English instruction. WhatsApp emerged as a widely used
tool during this period due to its accessibility, user-friendliness, and global
recognition. As noted by Hwee and Kei (2022), this application became an
essential resource for improving the quality of English teaching and learning
in virtual classrooms.
The transition to virtual education required teachers to
utilize technological devices and platforms with which many were unfamiliar.
However, WhatsApp's popularity among educators, students, and parents
facilitated its adoption as a communication and pedagogical tool. According to
Baishya and Maheshwari (2019), WhatsApp is one of the most commonly used
applications for teacher-student communication, allowing for the instant
sharing of academic resources and information. In this context, Cetinkaya
(2017) highlights that WhatsApp fosters cooperation, socialization, attention,
and encouragement in the educational environment.
The increased reliance on mobile devices during the pandemic
popularized methodologies such as mobile learning (M-learning). Vigil et al.
(2020) emphasize that M-learning offers distinct advantages, particularly for
vocabulary acquisition. Mobile devices enable teachers and students to exchange
vocabulary and multimedia resources, such as videos and podcasts, which enhance
English language learning through diverse formats.
WhatsApp has demonstrated several advantages over other
electronic resources in education, including affordability, clarity,
connectivity, and its ability to support real-time communication (Gon &
Rawekar, 2017). Church and de Oliveira (2013) argue that WhatsApp's
functionality—such as instant messaging to individuals or groups—makes it an
effective tool for fostering clear and rapid communication.
Research also points to the positive educational impacts of
WhatsApp. Rashed (2019) identifies three areas in which this tool enhances
learning outcomes: (1) increased student motivation, as its use during lessons
generates enthusiasm; (2) improved academic achievement, particularly in
developing writing skills; and (3) stronger teacher-student relationships, as
WhatsApp facilitates both group and individual interactions. Similarly, Asmara
(2017) explored the challenges of teaching English in virtual classrooms using
WhatsApp. The study found that while the application enhanced creativity,
critical thinking, and learning autonomy among students, its dependence on internet
connectivity posed challenges for sharing materials and submitting assignments.
Asmara concluded that effective use of WhatsApp requires knowledge of its
features, functionalities, and the specific needs of students.
Mei (2021) corroborates these findings, demonstrating that
WhatsApp enhances student engagement and motivation due to its familiarity and
ease of use. This view is supported by Loor et al. (2022), who argue that
WhatsApp serves as both a communication and learning strategy for students,
teachers, and parents in educational contexts.
Despite these benefits, the lack of training in using
WhatsApp as a pedagogical tool often limits its application to communication
rather than practical language-learning activities. Suarez et al. (2022) stress
the importance of equipping teachers with the necessary skills to utilize
WhatsApp effectively, as its proper implementation fosters a more interactive
and collaborative learning environment.
The purpose of this study is to analyze the benefits of using
WhatsApp for teaching English and its potential to enhance the
teaching-learning process. Specifically, this research seeks to determine
teachers' perceptions regarding the use of WhatsApp in virtual classes to teach
English as a foreign language in a public school in Latacunga. The study
addresses the following research question:
How did teachers use WhatsApp in virtual classes to teach
English as a foreign language during the pandemic?
METHOD
This study was conducted using a qualitative and descriptive
methodology to determine teachers' perceptions of the use of WhatsApp in
virtual classes to teach English as a foreign language in a public school in
Latacunga. The research design was a case study, focusing on understanding how
teachers used WhatsApp during virtual classes amid the COVID-19 pandemic to
support English language instruction. The study was carried out at the
Educative Unit "Patria," a public school in Latacunga, Ecuador.
The participants in this research were two English teachers
employed at the school. Teacher 1 held a degree in Educational Sciences with a
specialization in English, while Teacher 2 had a master’s degree in linguistics
applied to teaching English as a foreign language. ASs evidenced in Table 1.
Table 1. Teachers' participant codes
|
Code |
Degree |
|
T1 |
Degree in Educational Sciences |
|
T2 |
Master’s
degree in Linguistics Applied |
Data were collected through a non-structured interview with
the English teachers from the "Patria" Educative Unit. A face-to-face
meeting was organized, during which teachers answered a questionnaire covering
topics such as the use of WhatsApp in English as a Foreign Language (EFL)
classrooms during virtual classes, the types of resources and activities used
to teach English, and the development of English skills facilitated by WhatsApp
during online learning.
A thematic analysis was employed to process the data.
Researchers conducted an in-depth reading of the interview transcripts to
interpret and classify the information into categories with key concepts. Codes
were then assigned to the data to identify and extract relevant information
provided by the participants.
Prior to conducting the interviews, the researchers obtained
written informed consent from the participants, ensuring their permission to
use the information for publication.
FINDINGS AND DISCUSSION
To address the research question of the study, what was the
use of WhatsApp by teachers in virtual classrooms for teaching English as a
foreign language during the COVID-19 pandemic? the researchers analyzed the
unstructured interview conducted with the participants to extract the findings
that inform the study. The analysis revealed several key categories that
highlighted how teachers utilized WhatsApp in the English teaching process.
These categories included: Feedback, Communication, Technological Resources
Useful for Teaching English, Activities Sent via WhatsApp, Skills Practiced by
Students Using WhatsApp, and the Usefulness of WhatsApp in Teaching and
Learning English. Each of these categories is described in detail below:
Excerpts from teachers’ use of WhatsApp
Feedback
T1: Utilice el WhatsApp para reforzar de manera
personal las tareas. Revisaba y mandaba a través del WhatsApp las correcciones
que los estudiantes deben tener en cuenta. También para contactarme con los
estudiantes que necesitaban más apoyo mediante videollamadas. De la misma
manera, enviaba mediante notas de voz las correcciones de las tareas. [I used WhatsApp to reinforce the assignments. I would
review and send via WhatsApp corrections that students should be aware of. Also
to contact students who needed more support through video calls. In the same
way, I sent homework corrections via voice notes].
T2: Para mejorar la escritura, yo tomaba una captura
de pantalla de los textos que los estudiantes escribían y le daba instrucciones
para que tome en cuenta la puntuación, vocabulario etc. [To improve the writing, I would take a screenshot of the
texts that the students wrote and give them instructions to take into account
punctuation, vocabulary, etc.]
In "Feedback," teachers reported using WhatsApp to
provide feedback on students' tasks and writing assignments, as well as to make
video calls for direct communication. These video calls allowed for
conversations where teachers could provide feedback on specific content,
helping students better understand the material and complete tasks correctly.
This approach helped students feel more confident and motivated to learn. Soria
et al. (2020) highlight that WhatsApp is an attractive tool for teachers to
give feedback, as its popularity among students encourages participation
without the fear of making mistakes, making the learning process more
enjoyable. The authors also note that the type of feedback can vary based on
the students' level and age, incorporating various formats such as images,
emojis, voice notes, videos, and text. A study conducted at a South African
university revealed that teachers used WhatsApp for providing feedback,
resulting in positive outcomes. Students expressed that they preferred WhatsApp
for class feedback due to its ease of use and faster communication. They felt
more at ease using this tool in a less formal, comfortable setting (Bere &
Rambe, 2016).
Communication
T1: Usé el WhatsApp para enviar guías y hojas de
trabajo a todos mis estudiantes. [I
used WhatsApp to send guides and worksheets for all my students.]
T1:
WhatsApp fue una herramienta de apoyo que nos ha brindado la facilidad de
comunicarnos rápidamente con los niños y padres de familia [WhatsApp was a
support tool that has provided us the facility to communicate quickly with both
children and parents.]
T2: A través de WhatsApp enviaba el link de la
plataforma de zoom para que los estudiantes se puedan conectar a la clase. Como
WhatsApp me permitía enviar archivos utilizaba este medio para enviar los
trabajos de la guía y guías y comunicados pertinentes mediante WhatsApp
[Through WhatsApp I would send the link to the zoom platform so that students
could connect to the class. As
WhatsApp allowed me to send files. I used this medium to send the work of the
guide and relevant messages via WhatsApp.]
In "Communication", teachers reported that
WhatsApp was a useful and easy tool for facilitating communication between
teachers, students, and parents. It allowed for the sharing of class links,
resources, and guides for home-based learning. However, the teachers and
students did not use WhatsApp for interactive language learning or
communication in English, as there were no activities designed to encourage the
practice of the language or foster direct communication in English. This finding
contrasts with the perspective of Wahyuni et al. (2019), who argue that
WhatsApp is a vital tool for enhancing communication in the learning process.
According to their study, WhatsApp helps students practice English through
various materials shared by teachers, making communication easier and promoting
sociability. This use of WhatsApp ultimately supports the improvement of the
overall teaching and learning experience.
Practical technological resources in English
T1:
El mejor apoyo que tuvimos fueron websites, videos de youtube, canciones que
ayudaron a los estudiantes a seguir aprendiendo el inglés investigando más a
fondo de que se trataba el tema de una manera más práctica y entretenida [The
best support we had were websites, YouTube videos, songs that helped the
students to continue learning English by researching more in depth what the
topic was about in a more practical and entertaining way.]
T2: Yo enviaba documentos, links de websites, videos y
live worksheets para que los estudiantes practiquen el idioma. [I sent documents, links to websites, videos and live
worksheets for students to practice the language.]
In "Practical Technological Resources in English",
teachers reported using WhatsApp to send links, videos, live worksheets,
websites, and songs to students. This approach was seen as efficient and quick,
allowing teachers to easily provide additional materials to support students'
learning. The resources shared through WhatsApp were offered asynchronously,
giving students the opportunity to review the materials and stay engaged with
the language on their own. Alhafeez (2017) suggests that WhatsApp is an
effective tool for communication as it allows teachers to share various types
of content, such as videos, audios, messages, voice notes, documents, and
images, enabling students to independently review extra material and continue
learning the language. Similarly, Salah and Sriram (2014) and Lebeničnik (2015)
emphasize the indispensable role of technology in enhancing students' learning
and fostering an interactive environment.
Activities sent by WhatsApp
T1: Yo diría que las actividades como realizar videos,
audios, ayudaron a que ellos sigan en contacto con el idioma, se recibían las
actividades en el chat grupal o de manera individual. Por ejemplo, si el tema
era la comida, yo mandaba a realizar un pequeño video de los pasos, los
ingredientes y todo relacionado al tema, que sea corto. [I would say that the activities, such as making videos and
audios, helped them to stay in touch with the language. For example, if the
topic was food, I would make a short video of the steps, ingredients and
everything related to the topic.]
T2: Principalmente el trabajo en las live worksheets,
porque los estudiantes trabajaban de manera autónoma y podían practicar las
veces necesarias mediante estos links. [Mainly the work on the live worksheets, because the
students worked autonomously and could practice as often as necessary using
these links.]
T2: Mediante las notas de voz trabaje con mis
estudiantes para que mejoren la pronunciación y la fluidez. La entonación no
tanto, como hablantes nativos es complicada adquirir ese acento. [Using voice notes I work with my students to improve their
pronunciation and fluency. Intonation not so much, as native speakers it is
difficult to acquire that accent.]
In "Activities Sent by WhatsApp", the activities
conducted through WhatsApp were generally simple and basic, and they did not
facilitate meaningful interaction between teachers and students. The app was
primarily used for giving instructions, communicating tasks, and receiving completed
assignments, but it lacked the interactive elements necessary for language
practice. Teachers were not familiar with how to design activities on WhatsApp
that would promote skills such as discussion, oral presentations, or real-time
question-and-answer exchanges, which are essential for fostering authentic
English interaction. This limited use of WhatsApp may have been due to
teachers' unfamiliarity with the platform's potential for language learning.
Wiramihardja and Uden (2020) argue that if teachers are not
adequately trained in using WhatsApp for teaching English, the activities
implemented through the app will not effectively meet students' learning
objectives. Zayed (2016) highlights that well-designed WhatsApp activities can
help build students' confidence and keep them engaged during class. However, in
this study, teachers primarily used WhatsApp for communication and task
distribution rather than as a tool for interactive learning. This contrasts
with the findings of Williams, Birch, and Hancock (2012, cited in Chokri,
2015), who found that WhatsApp was effective in developing English language
skills when used to send resources and assignments, and when combined with
face-to-face learning in a blended learning model.
Skills students practice using
WhatsApp
T1: Lastimosamente, el speaking fue la destreza más
baja pues no teníamos contacto con los estudiantes como en las clases
presenciales y esto no permitía una efectiva producción del idioma. En lo que
más se trabajó fue en la escritura, la lectura y un porcentaje menor la
habilidad de escuchar, pues ellos practicaban esta destreza solo escuchando la
clase. [Unfortunately, speaking was the
lowest skill because we didn't have contact with the students as in
face-to-face classes. This didn’t allow an effective production of the
language. What we worked on the most was writing, reading and a smaller
percentage of listening skill, as they practiced this skill only by listening
to the class.]
T2: Las habilidades que realmente se han manejado en
esta modalidad virtual han sido la lectura, y la pronunciación para que mejoren
su fluidez. Yo me encargaba de enviar textos en inglés para que los estudiantes
puedan mejorar su comprensión lectora. Además, enviaba mensajes de voz leyendo
un texto a los niños para que ellos sean capaces de escuchar y repetir dicho
audio para mejorar su pronunciación, por ende yo poder testear sus avances. [The skills that have really been handled in this virtual
modality have been reading, and pronunciation to improve their fluency. I was
in charge of sending texts in English so that the students could improve their
reading comprehension. I also sent voice messages reading a text to the
children so that they would be able to listen and repeat the audio to improve
their pronunciation, thus I could test their progress.]
T2: Los mensajes de voz sirvieron para que los
estudiantes mejoren su pronunciación, pero no como un método de comunicación
porque para ello necesitaremos tener una charla interactiva, pero no fue el
caso. [The voice messages were useful for
students to improve their pronunciation, but not as a method of communication
because for that we will need to have an interactive chat, but this was not the
case.]
Regarding the skills that students practiced using WhatsApp,
the results indicated that the key language skills were not fully developed, as
teachers lacked the knowledge and expertise to effectively use WhatsApp to
enhance these skills. Although reading and pronunciation skills were somewhat
better managed during virtual classes, the activities provided did not
effectively promote comprehension or other language skills. Consequently,
students' progress in learning English was limited due to teachers' lack of
understanding of how to leverage WhatsApp as a tool for skill development. This
finding contrasts with Ajid et al. (2018), who assert that WhatsApp can be an
effective tool for developing English skills when used with appropriate
strategies and activities that facilitate student learning.
Usefulness of WhatsApp in teaching and learning English
T1: Yo pienso que el WhatsApp es más informativo, por
ello considero que los estudiantes no mejoran su gramática y vocabulario con la
utilización de esta aplicación. [I
think that WhatsApp is more informative, therefore I consider that students do
not improve their grammar and vocabulary with the use of this application.]
T2: Más que efectiva considero que WhatsApp es una
aplicación informativa, en el caso en que los estudiantes tengan su celular o
WhatsApp en Ingles ahí podría ser más efectiva, ya que ahí podrán observar y
aprender palabras técnicas, por otro lado, no considero que sea una herramienta
tan efectiva para aprender inglés. [More
than effective I consider that WhatsApp is an informative application, in the
case that students have their cell phone or WhatsApp in English it could be
more effective, because they can observe and learn technical words, on the
other hand I do not consider that it is such an effective tool to learn
English.]
According to the teachers' responses, WhatsApp was not
perceived as an effective tool for developing English skills, as the
application was primarily used to send information and resources to students.
However, teachers did not design activities to assess whether students were
using these resources correctly to support their learning. This suggests that
WhatsApp was mainly used for informational purposes rather than as a practical
tool for enhancing English language skills. This finding contrasts with Munir
et al. (2021), who argued that WhatsApp has proven to motivate students to
engage more actively in learning activities, ultimately improving their skills
in the language.
CONCLUSIONS
This study aimed to explore teachers' perceptions regarding
the use of WhatsApp for teaching English as a foreign language. The analysis of
the qualitative data revealed that teachers had a generally negative perception
of WhatsApp as an educational tool for teaching English during the pandemic. A
significant limitation identified was teachers' lack of knowledge on how to
effectively use the app to enhance students' linguistic competencies,
particularly in oral and written communication. While WhatsApp was used to
provide feedback on tasks, send assignments, and share resources, these
activities were not monitored to ensure students' active participation or
completion, which reduced their potential effectiveness in improving language
skills.
Although teachers sent reading, writing, and pronunciation
activities, these materials did not focus on developing comprehension or
communicative abilities. Instead, the activities were primarily oriented
towards practicing pronunciation without fostering the production of oral or
written communication. WhatsApp was also used for administrative purposes, such
as sending links and information about meetings, or to communicate with
parents, but this did not contribute directly to the educational process.
Furthermore, the study highlighted that speaking and
listening skills were not prioritized, as teachers believed these could only be
developed through face-to-face interaction. These findings underscore the need
for professional development and training for teachers, particularly in the use
of WhatsApp and other digital tools, to effectively integrate them into language
teaching.
In conclusion, although WhatsApp proved useful for
facilitating quick communication between teachers, students, and parents, it
was not an effective tool for teaching or practicing English communication
skills due to teachers' limited understanding of its potential for educational
purposes. To maximize its effectiveness, teachers require further training in
utilizing WhatsApp for teaching language skills in both virtual and in-person
environments.
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