The document outlines a pilot project using WhatsApp for language learning, emphasizing the engagement of students through real-world tasks and immediate communication. It highlights positive feedback from participants who preferred this method over traditional platforms like Moodle due to its convenience, despite some technical challenges encountered. Future plans include creating weekly tasks and experimenting with multimedia elements to enhance student learning experiences.

1. WhatsApp: Language
Learning on-the-go
E- symposium 2014
23rd January, 2013 - 24th January, 2014
University of Southampton
Billy Brick and Tiziana Cervi-Wilson
lsx133@coventry.ac.uk and lsx091@coventry.ac.uk
Coventry University

2. JISC (2011) Supporting Learners in
a Digital Age, Briefing Paper.
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3. 3
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4. 4
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6. What kind of activity is a task?
Willis and Willis (2007:12-14) offer the following
criteria in the form of questions.
‘The more confidently you can answer yes to each
of these questions, the more task-like the
activity.’
Will the activity engage learners' interest?
Is there a primary focus on meaning?
Is there a goal or an outcome?
Is success judged in terms of outcome?
Is completion a priority?
Does the activity relate to real world activities?'
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7. The Pilot Project (1)
Creating the activity (repurposing existing
activity)
Briefing with students (phones, ethics,
willingness, BYOD)
Setting up groups on Whatsapp
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8. The Pilot Project (2)
On the day (weather, graduation ceremony!)
Told students they could text us if they got
stuck
Feedback (Google maps) – Serendipitous!
Discussion about directions, clarifying
contentious issues
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9. Positives
Overwhelming positive response
Preferable to Moodle due to immediacy and
convenience
Using Italian in a ‘real life’ situation
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10. Technical Issues
Anonymity of number – has to ask the Faculty
to get us a phone.
SD memory Card
Wireless Connection. Poor signal.
GPS and installation
Students did not need technology support
and didn’t mention data charges
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11. Improvements
Record sound files directly rather than via
Dropbox
Timed?
Incorporate short videos
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12. Future Directions
Designing Weekly tasks for IWLP students to
reinforce classroom learning.
Experiment with short student videos
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13. References
Avatar Languages (2009) Augmented Reality Language Learning [online] available from
<http://www.slideshare.net/AvatarLanguages.com/augmented-reality-language-learning-virtual-worlds-meet-mlearning > [20th
Jan 2014]
Betham, H. and Sharpe , R. (eds) (2007) Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. London:
Routledge.
Bibby, S (2011) Do Students Wish to ‘Go Mobile’? An Investigation into Student Use of PCs and Cell Phones. International Journal of
Computer-Assisted Language Learning and Teaching, 1 (2), 43-54
Brown, E (2010) Introduction to location-based mobile learning. In: Brown, Elizabeth ed. Education in the wild: contextual and
location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. STELLAR Alpine
Rendez-Vous workshop. Nottingham, UK: Learning Sciences Research Institute, University of Nottingham, pp. 7–9. [online]
available from <http://www.lsri.nottingham.ac.uk/ejb/preprints/ARV_Education_in_the_wild.pdf >[21st Jan 2014]
Bloom, B (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay
Godwin-Jones, R (2011) Emerging Technologies. Mobile Apps for Language Learning. Language Learning and Technology 15 (2) pp211. [online] available from <http://llt.msu.edu/issues/june2011/emerging.pdf> [10th Jan 2014]
Guardian (2013) Teenagers say goodbye to Facebook and hello to messenger apps. Available from
http://www.theguardian.com/technology/2013/nov/10/teenagers-messenger-apps-facebook-exodus
Conole, G and Alevizo, P (2010) A literature review of the use of Web 2.0 tools in Higher Education. HEA Academy.
[online] available from <http://www.heacademy. ac.uk/assets/EvidenceNet/Conole_Alevizou_2010.pdf> [20 January 2013]
Corrin, L. Lockyer, L. and Bennett, S (2010) Technological diversity: an investigation of students' technology use in everyday life and
academic study. Learning, Media and Technology, 35 (4) pp. 387-401
JISC (2011) Supporting Learners in a Digital Age, Briefing Paper.
Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL 21 (2) 157-165.
Kukulska-Hulme, A and Jones, C (2011) The next generation: design and the infrastructure for learning in a mobile and networked
world. In: Olofsson, A. D. and Lindberg, J. Ola eds. Informed Design of Educational Technologies in Higher Education: Enhanced
Learning and Teaching. Hershey, PA: Information Science Reference (an Imprint of IGI Global), pp. 57–78.
Reedy, K. and Goodfellow, R. (2012) Digital and information literacy framework. Open University.
Willis, D. and Willis, J. (2007) Doing task-based teaching. Oxford: OUP.
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