THE USE OF INSTANT MESSAGING IM IN LANGUAGE

THE USE OF INSTANT MESSAGING (IM) IN LANGUAGE CLASSROOM IN COMPLETING GROUP PROJECT Prepared by: Noor Azlinda Zainal Abidin Universiti Malaysia Pahang (UMP) 11/22/2020 1

Abstract The use of Instant Messaging (IM) in language classroom is seen as one of the ways for educators to attract students in learning as well sustaining their interest in acquiring a target language. Moreover, this will also help to keep the educators up to date with the latest technology used in education. Yahoo Messenger (YM), Skype, Gtalk and Ovoo are some of the instant messaging tools for online chatting. A quasi experimental study was carried out on a class of 27 undergraduate students in an English course at Universiti Malaysia Pahang. A Technical Writing course was taught throughout the 14 weeks and students had to communicate virtually in order to complete their final group work. Result showed that IM helps students to perform better in completing their final group project. Not only that, their work became more structured and organized. IM also provided more room and opportunity for quiet and shy students to express themselves better and communicate more without any fear.

Introduction • IM is a popular program used to communicate in real time. • Grinter and Palen cited in Thorne and Payne stated that “newer tools, particularly instant messaging have become dominant for social and age peer interaction” (2005: 379). • Godwin-Jones has also added in his study that “the use of IM has become a very widely used form of communication” (2005: 17).

Introduction • Hundreds of people are using IM to stay connected with each other all around the world. • By using IM as one of the means, the message sent is received in a few seconds regardless of the location of the receiver

Introduction • Since this virtual communication via IM has become one of the most popular ways of communicating, it is strongly believed that there is an opportunity for this medium to be used in promoting education mainly in communication.

Introduction • This interest in communication is seen as a good medium and favourite means to educate people especially the new generation (Top trends in communication, 2006). • It is supported by Almeida d'eÇa (2003) who highlights that in language education, the use of IM has brought real opportunity for the use of the target language outside the classroom.

Statement of problem Issues had been discussed widely in literature review: • Malaysian learners are claimed as passive learners. the Star (May 22, 2007) • a typical Malaysian student would prefer to be a passive learner than otherwise. (Jeyaraman & Angeline : 2004) • Many Malaysian learners are shy and reluctant to communicate with others using the target language. (Zuwati : 2006) 11/22/2020 7

Scope of study • In this study, IM is used as a communication tool to substitute face-to-face meetings outside class hours as to ensure group members meet up virtually and all members participate in discussions.

Scope of study • It is believed that with the use of IM in completing task assigned, students will perform their work better. It is also hoped that work will be more organized and more structured. • It is also hoped that IM will provide more room and opportunity for quiet and shy students to express themselves better and communicate more without any fear.

Scope of study • This study will look at the description of students’ attitude towards the use of IM in completing group project in ESL classroom

Literature Review Smith in Farmer (2005: 48) emphasized that: If students come to us with PDAs and cell phones . . . and spend hours on Instant Messenger, we should use what they know as the starting place for their educational experience. The bigger issue may instead be their demand for the integration of technology into their learning. This is especially important as more and more institutions, programs, and courses move to an online or blended environment. . Educational and learning collaboration could and should be the next emerging use of IM.

Literature Review • Godwin (2005) added that IM is asynchronous medium which simulates face-to-face interaction, particularly the informality. He also pointed out that the nature of IM exchanges dictates particular language used such as short utterances, emoticons, abbreviations and symbols. The speed of chat exchanges forces short, spontaneous messages are closely mimic spoken exchanges.

Methodology Research Design • A quasi experimental study was carried out to observe students’ attitude towards the use of IM in completing group project in ESL classroom

Methodology Data collection • Data collection were made via questionnaire which consists of 4 -point likert-type scale questions which are 1 -strongly disagree, 2 - disagree, 3 - agree and 4 -strongly agree and structured interview thus making it a mixed methods type of research.

Methodology The Setting and participants • Students involved were from Technical Writing course in University Malaysia Pahang • 27 First Year Degree students were involved in this study

Methodology Research procedure • Students were assigned to work in groups of 3 -4 to complete a final project. They were then asked to search for an invention of their own and worked on it within seven weeks.

Methodology • To make it more organized, virtual meetings were conducted twice a week for fifteen minutes. A timetable was given beforehand to ensure the students worked on schedule. It consisted of topics of discussion and tentative dates of their assignments. However, students were allowed to decide on the time of their meetings.

Methodology • Within the duration given, students were required to meet up virtually via IM to discuss the work assigned and report on their progress. Since this is a quasi experimental study, a set of pre questionnaire was distributed to collect data from the respondents before they were assigned the task. This questionnaire served to seek information on students’ attitude.

Methodology • Then a two hour meeting was conducted twice specifically for these students on IM skills. Basic skills such as adding friends in their list, using archive and creating and inviting friends to chat in a conference were taught to them. All these skills were required in order for them to complete the task assigned.

Methodology • After the students were exposed to the IM skills, they were then asked to begin their task. Meetings of the students were done virtually using YM Instant Messaging and it was recorded in archive. They were required to hand in their text chat to their teacher upon completion of each meeting as an evidence of their meeting.

Methodology • Once students have covered the 7 week sessions, they were asked to answer a set of post questionnaire. The questionnaire used was similar to the one given before. • However, a structured interview was conducted later by the researcher, one via web based. The structured interview via web based was conducted via IM after getting 6 volunteers from the sample.

Method of Data Analysis • After the data were collected, the research looked into comparisons of means (before and after treatment) as well as the categories that emerged in students’ attitude towards the use of Instant Messaging (IM)

Methodology: Students schedule Week Date First meeting Second meeting 7 08/02 -12/02 Delegation of work Gathering data 8 15/02 -19/02 Researching Writing a proposal 9 22/02 -26/02 Preparing material Writing process 10 01/03 -05/03 Testing system Preparing prototype 11 08/03 -12/03 Writing Progress report Installing system 12 15/03 -19/03 Testing function Preparing project report 13 22/03 -26/03 Preparing power point presentation 11/22/2020 14 FINAL PRESENTATION 23

Data analysis and findings No Statement Pre Post Question and students’ interview transcripts 1 I will use IM 2. 59 3. 07 Q: Do you use IM voluntarily in learning? Why? voluntarily in 1. Of course. . . It is because easy for me to do anthning that relates learning. to my study 2. sometimes. . . to chating with group member in discussing problems 3. Yes, because IM is simple and easy to use. 4. yes. . because it is easy and not wasting time instead of calling that person. . yes. . because it is easy and not wasting *money instead of calling that person. . 5. yes, i think. bacause it consist simple word and straight forward with who we commucate 6. yes , it is kind of easy using these IM in learning because some student didn't know what is IM. through learning using these way , student can learn to use the technology as well

Discussions of findings • The first finding discovered was that it was noticed that more students have voluntarily used IM in learning especially in completing their group project after undergoing treatment. IM seemed easy to them. Apart from that they were also exposed to IM skills. It is also free and they spend more time mostly online. Due to its 24 hours and 7 days availability and easy access to students, language educators should exploit the use of IM in language learning.

Data analysis and findings No Statement Pre Post Question and students’ interview transcripts 2 I enjoy having 2. 89 3. 25 Q: Do you enjoy having discussion with your classmates using IM? discussion with my Why? classmates using IM. 1. very enjoy because we are free to dscuss without thinking about the cost. . 2. yes of course. because i can send file. beside i also can always send them emoticons. it is interesting and enjoyable 3. Yes, because it helps me to improve my relationship with my classmates. And to discuss about anything, too. 4. , because i can share all the information. . it also have conference which we can use it to do discussion. . 5. yes. . for sure i'm enjoy it. . using IM is more fun. . beside that, for your information english class is queit boring. so, when we having any discussion with the classmate we can split out one of baring in our head. boring 6. no because using these IM , other people can miss what I am writing/talking to them. typing actually

Discussions of findings • The second finding was that more students enjoyed having discussions to complete their group project using IM. Students had fun in having discussions and shared information and exchanged ideas. Features available such as sending files and using emoticons have made IM a students’ choice. Its suitability to be used in education should also be explored by language teachers. The function of IM is practical because it brought students to real communication and it is up to date.

Data analysis and findings No Statement Pre Post Question and students’ interview transcripts 3 I believe IM can help 3. 11 3. 40 Q: Do you think IM can help you to complete your work? Why? me to complete my 1. yes…IM can help me in order to complete my work but not in all cases. for an example work. in order to do exercise. . . we cannot do it in IM and we need to see our group member and sit together to settle down the problem 2. usually it is helpful. because i always chatting with my friend if having any problems in doing assigment or exercise. . discussion using ym. . we talk about our problem in doing our assignment. . . then sometimes we send file each others. . such as tutorial questions or answer or else. . 3. Frankly speaking, I think that IM can help to complete my work, or assignments, because I can have discussions with my fellow classmates to complete works given to us. 4. : no. . because not everything we can share. . sometimes the discussion turn to wasting time. . because not everything we can share. . sometimes the discussion turn to waste our time. . everybody not serious while doing discussion 5. yes. . i agree that the IM can help me to finish up my work. . this is because just sometimes in that case we need to discuss with someone whom from the other place. . or i want to ask the lecturer about the work. . so, i can complete it on that time. . it save money, time for everybody who use IM 6. yes if its a group work. we can discuss about our work or ask anything using IM. but i rather discuss face to face

Discussions of findings • Another interesting finding noticed was that more students were motivated using IM in doing their work. They believed IM is up to date, interesting and easy. It was observed that students completed their work using IM. IM has been helpful to them. It is reliable, saves time and convenient. Students can discuss their work due to its flexibility, available features and user friendly features have somehow help students in completing their work. Thus, language teachers should exploit the use of IM in language learning.

Data analysis and findings No Statement 4 I think that communicating via IM can improve my English. Pre Post Students’ interview transcripts 3. 17 3. 37 Q: Could you please tell me, how can communicating via IM help you in improving your English? 1. by using chatting the student will used English as language eventhough in broken English at least the studnt will try to used 2. we can correct each other grammar mistakes its like when u ask us to communicate through IM to discuss about our invention from the conversation, we can detect our level to communicate in English we also correct each other mistakes 3. IM could be a useful tool for introvert or shy people to discuss among themselves or for students who are shy to express their opinions. so IM is the place for open discussion without any fear of voicing out their opinion especially those who feel they are not that good in english subjects 4. In English, IM can help me more confident to speak in english and more fluently For an example in IM we not face each other so that it doesn't make me shy or nervous to speak in english and i can share my idea in my own way 5. actually, since i start to use IM which is from enter UMP. more or less i think my english have been improved. . but only in term of vocabulary in term of grammar, i think using IM not actually be able to help me. . . 6. IM help me in using english in my everday conversation with other friends and it also can improve my english. by using english in my conversation

Discussions of findings • An interesting finding discovered was that more students viewed IM as a shield in language learning. Some language learners were shy and embarrassed in using English in face to face communication. However, these students felt more confident and able to communicate better in discussion via IM. They were more open and brave in communicating virtually. IM functions as a shield for these students to communicate in English. This will allow more communication to take place. In language learning, IM can be used to cater problems of shy students. More activities via IM should be introduced so that there will be more active participation from these group of students.

Conclusion • In conclusion, this study has achieved interesting results. Students have shown a change of attitude after undergoing IM sessions in completing their group project. They have become more positive in using IM in learning. • This is seen as one of the efforts which the researcher has taken to bring in technology in language learning. Dudeney and Hockly stated that “using chat in the classroom-whether text or voice chat –can be hugely motivating to learners. By using chat with learners, the teacher is bringing current technology into language learning process, creating variety by using a ‘new’ tool”(2007: 77).

Conclusion • By using IM in completing group project, it has actually promoted students to participate more in language learning discussions. IM is virtual communication but yet it is real. Its authenticity and in real time communication have attracted students to use it. The focus is on communication, on development of communicative skills and on the use of authentic language and this is something teachers generally have difficulty promoting in a traditional classroom.

Conclusion • It has also helped to maximizing the students’ interaction and participation in discussions with the help of other group members. Students have become active in participations. Those who are shy and quiet have shown changes when IM was used in language discussions. IM has acted as a shield for them and they are no longer afraid of making mistakes or voicing up their views. Apart from that, using IM as part of communication tool in language classroom has also helped students to complete task assigned and even faster. They have become more organized as well as improved their communication skills.

Conclusion • This study has successfully created a platform for using IM in education. It has also promoted the use of IM in completing group project and made teachers realize that with the presence of technology in education, there are ways to make students complete work better and encourage all members in the group to become active and participate in discussions. ‘So wot R we waitin’ 4? Let’s IM!’