The Effects of Online Texting on Moroccan EFL University Students’ Writing Skills

https://doi.org/10.32996/ijllt.2020.3.9.11

Authors

  • Mounim LAKHAL Doctoral Candidate, Ibn Tofail University, Faculty of Letters and Human Sciences, Kenitra, Morocco.

Keywords:

ICT, online text-based communication, writing achievement

Abstract

With the rapid proliferation of ubiquitous ICTs, promoting technology-based learning has become a key element in educational discourse. The present study explores the effects of online texting on the writing skills among Moroccan university students. Based on the explanatory sequential mixed-methods design, the data were collected from a convenience sample of n=243 of first-year English department students. The research tools consist of a survey, a writing test and an interview to gain an in-depth and comprehensive understanding of respondents’ attitudes and lived experiences vis-à-vis online texting. The findings have revealed that online texting has yielded both positive and negative outcomes on students’ writing skills. It was also found that online texting is positively perceived by students as it helps them develop vocabulary and provides great opportunities to practice writing in English. For this reason, online texting is an efficient and effective technique that should be exploited to develop proficiency in writing.

Downloads

Download data is not yet available.
Dimensions

References

Ahmed, S. T. S. (2019). Chat and Learn: Effectiveness of Using WhatsApp as a Pedagogical Tool to Enhance EFL Learners Reading and Writing Skills. International Journal of English Language and Literature Studies, 8(2), 61-68. DOI: 10.18488/journal.23.2019.82.61.68

Andujar, A. (2016). Benefits of mobile instant messaging to develop ESL writing, System http:// dx.doi.org/10.1016/j.system.2016.07.004

Bensalem, E. (2018). The Impact of WhatsApp on EFL students' Vocabulary Learning. Arab World English Journal, 9 (1). DOI: https://dx.doi.org/10.24093/awej/vol9no1.2

Creswell, J. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks, CA: SAGE Publications.

Dawson, S. (2008). A study of the relationship between student social networks and sense of community. Educational Technology and Society. Google Scholar. [6] DerKhachadourian, L. (2019). PowerQuest: Scaffolding the Lebanese EFL University Students' Writing in a Public Speaking Class. International Journal of Linguistics, Literature and Translation, 2(4), 12-19.

Fattah, S.F.E.S.A. (2015). The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students' Writing Skills. Journal of Education and Practice, 6(32): 115-127.

Fraenkel, J. R., Wallen, N.E. & Hyun, H.H. (2012). How to Design and Evaluate Research in Education (8th ed). The McGraw-Hill Companies, Inc., New York

Godwin-Jones, B. (2008). Emerging technologies: Web-writing 2.0: Enabling, documenting, and assessing writing online. Language Learning & Technology, 12 (2), 7–13. [10] Hamouda, H. K. (2020). Gender Differences in Writing among Islamic University of Gaza Students. International Journal of Linguistics, Literature and Translation, 3(3), 80-88.

Hashemifardnia, A., Namaziandost, E., & Esfahani, F. R. (2018). The effect of using WhatsApp on Iranian EFL learners’ vocabulary learning. Journal of Applied Linguistics and Language Research, 5(3), 256–267.

Hashim, H., Yunus, M. M., Ibrahim, N. S. M., Jeri I. E., Sukr, M. A. M., Ilahi, N. S. N. & Hassim, M. A. N. (2018). Social Media and Its Impact on Students’ Writing Skill. International Journal of Engineering & Technology, Vol. 7(4.21) 102-106.

Hassan, H. M. A., Uddin, M. K., & Akhtar, R. M. N. (2019). Investigating the Role of Classroom Interactional Activities in Developing University Students' Writing Skills at Arab Countries. . International Journal of Linguistics, Literature and Translation, 2(1), 58-64.

Jafari, S. & Chalak, A. (2016). The Role of WhatsApp in Teaching Vocabulary to Iranian EFL Learners at Junior High School. English Language Teaching, 9(8): 85-92. [15] Jovari, M. (2020). Effect of Topic Familiarity on Summary Writing of Iranian Intermediate EFL Learners. International Journal of Linguistics, Literature and Translation, 1(8), 22-35. [16] Kabigting, R. P., Gumangan, A. S., Vital, D. P., Villanueva, E. S. V., Mosuela, E. S., Muldong, F. B., ... & Mallari, M. R. (2020). Anxiety and Writing Ability of Filipino ESL Learners. International Journal of Linguistics, Literature and Translation, 3(7), 126-132.

Khabiri, M, & Khatibi, M. B. (2013). Mobile-assisted language learning: Practices among Iranian EFL learners. European Online Journal of Natural and Social Sciences, 2(2), 176-190.

Krashen, S. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.

Krashen, S. (1988). Second Language Acquisition and second language learning. New York: Prentice-Hall International.

Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning & Technology, 20(2), 81–97. [21] Mang'oka, A., Ogola, J., & Bartoo, P. (2019). An Analysis of the Grammatical Features and Lexical Features That the Hearing-Impaired Learners Use in Writing to Achieve Cohesion. International Journal of Linguistics, Literature and Translation, 2(5), 433-443.

McLoughlin, C. & Lee, M. (2010). Personalized and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology. 26. 28-43. 10.14742/ajet.1100.

Mingle, J., & Adams, A. (2015). Social Media Network Participation and Academic Performance in Senior High Schools in Ghana. Retrieved from https:// digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3446&context=libphilprac [24] Moochi, C. N. (2020). A Comparative Analysis of Boys’ and Girls’ Spelling Errors in Kiswahili Functional Writing in Secondary Schools in Kenya. International Journal of Linguistics, Literature and Translation, 3(7), 112-125. [25] Mugableh, A. I., & Khreisat, M. N. (2019). Employing TBL and 3PS Learning Approaches to Improve Writing Skill among Saudi EFL Students in Jouf University. International Journal of Linguistics, Literature and Translation, 2(1), 217-229.

Nica, M. & Grayson, M. (2011). Effects of Teaching Business Web 2.0 Style. International Journal of Business and Social Science, Vol. 2(18).

O’Reilly, T. (2005). What Is Web 2.0 Design Patterns and Business Models for the Next Generation of Software. Retrieved from: http://www.oreilly.com/pub/a/web2/

Obi, N.C., Bulus, L.D., Adamu, G.M., & Sala’at, A.B. (2012). The need for safety consciousness among Youths on social Networking Sites. Journal of Applied Science and management (JASM), 14 (1). [29] Omar, Y. Z. (2019). Teaching Pedagogical Grammar in Context to Enrich English Language Learners’ Academic Writing. International Journal of Linguistics, Literature and Translation, 2(3), 290308.

Osharive, P. (2015). Social Media and Academic Performance of Students. Retrieved from https://www.researchgate.net/publication/273765340 [31] Reza Afroogh, M. (2018). Language-switching, Language Proficiency and Task Difficulty: A study on Writing Performance. International Journal of Linguistics, Literature and Translation, 1(1), 60-65.

Safi, M. & Fathi, I. (2009). Attitudes of Jordanian university students towards using online chat discourse with native speakers of English for improving their language proficiency',Computer Assisted Language Learning,22:3,207 — 227

Saunders, G., Klemming, F. (2003) Integrating technology into a traditional learning environment. Reasons and risks of success. Active learning in Higher Education, Vol 4(1), 74-86. [34] Seyyedi, K., & Amin, N. M. H. (2020). The Effect of Immediate and Delayed Error Correction on Accuracy Development of Intermediate EFL Learners’ Writing. International Journal of Linguistics, Literature and Translation, 3(2), 100-108. [35] Shafiee, S. (2020). Contribution of Multiple Intelligences to L2 Writing of EFL Learners. International Journal of Linguistics, Literature and Translation, 3(6), 59-69. [36] Siddiqui, S., & Ahamed, M. M. (2019). Approaches in Developing Writing Skill at King Khalid University: A Case Study. International Journal of Linguistics, Literature and Translation, 2(2), 290256. [37] Shiva, A. (2015). Quality Teaching Using Web 2.0 Technology in Education. The South Asian Academic Research Chronicle. Vol 2.

Smith, K., & Craig, H. (2013). Enhancing the autonomous use of CALL: A new curriculum model in EFL. CALICO Journal, 30(2), 252–278. [39] Smith, S. D., Salaway, G., & Caruso, J. B. (2009). The ECAR study of undergraduate students and information technology, Educause Center for Applied Research, 6. Retrieved from http://net.educause.edu/ir/library/pdf/ers0906/rs/ers0906w.pdf [40] Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, Or: International Society for Technology in Education.

Suthiwartnarueput, T., & Wasanasomsithi, P. (2012). Effects of using Facebook as a medium for discussions of English grammar and writing of low-intermediate EFL students. Electronic Journal of Foreign Language Teaching, 9(2), 194-214.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass.: Harvard University Press.

Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecollaboration in foreign language learning: Proceedings of the Hawai'i symposium (Technical Report # 12; pp. 29-46). Honolulu: University of Hawai'i, Second Language Teaching & Curriculum Center.

Yousefzadeh, M. (2012). Mobile- based learning vs. paper-based learning and collocation words learning. Journal of Educational and Instructional Studies, 2(3), 216-220.

Yunus, M. M., & Salehi, H. (2012). The Effectiveness of Facebook Groups on Teaching and Improving Writing: Students’ Perceptions. Journal of Education and Information Technologies, 1, 87-96.

Yusuf, M.O. (2005). Information and communication Technology: Analyzing the Nigerian national policy for information technology. International Education Journal Vol. 6 (3), Pp; 316-321.

Published

2020-09-30

How to Cite

LAKHAL, M. . (2020). The Effects of Online Texting on Moroccan EFL University Students’ Writing Skills. International Journal of Linguistics, Literature and Translation, 3(9), 102-112. https://doi.org/10.32996/ijllt.2020.3.9.11