Integrating Messenger with Traditional Pedagogy to Support the Learning of Language (Grammar) and Online Peer and Teacher Interaction: A Mixed Method Approach

Dr. Muhammad  Rashid; Amna  Ahmad; Romasa  Qadir

doi:10.63056/ACAD.004.03.0458

Authors

Dr. Muhammad Rashid School of Distance Education, Universiti Sains Malaysia, Assistant Professor of English Government Sadiq Egerton Graduate College, Bahawalpur Author
Amna Ahmad MPhil Scholar, Department of English, Allama Iqbal Open University, Islamabad Author
Romasa Qadir MPhil Scholar, National College of Business Administration & Economics Author

DOI:

https://doi.org/10.63056/ACAD.004.03.0458

Keywords:

Social media , Facebook Messenger , interaction , descriptive essay writing , language

Abstract

The study aims to investigate the effectiveness of Messenger based text chatting to support language (grammar) and online interaction among the peers and teacher in descriptive essay writing. The study employed a mixed method to investigate the potential of Messenger as an addendum to traditional pedagogy. The participants were 60 students selected through convenience sampling. Employing Messenger, the experimental group (N = 30) was exposed to online text based chatting. However, the control group (N =30) did receive only traditional lectures. The findings of this mixed method study highlighted: (a) the participants in the intervention group outperformed their counterparts with regard to descriptive essay writing in terms of grammar, (b) the participants in the treatment group displayed a positive attitude towards the use of Messenger, and (c) text chatting helped foster online interaction that supported the learning of grammar within descriptive essay writing. Pedagogical implications focus on the potential of Messenger based text chatting contexts as useful platforms for active collaborative learning of writing and other skills.