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>F:	@WhatsApp as a writing tool in EFL Classroom: A Entrepreneurship Study across two universities In Saudi Arabia

1. Arif Ahmed Mohammed Hassan Al-Ahdal
Associate Professor of Applied Linguistics, Department of English and Translation, College of Sciences and Arts, Methnab, Qassim University, Saudi Arabia
 HYPERLINK "mailto:aa.alahdal@qu.edu.sa" aa.alahdal@qu.edu.sa

2. Nadia Muhammad Awdh Hussein
Assistance Professor of Linguistics, Department of English, Faculty of Arts and Humanities, Jazan University, Saudi Arabia
 HYPERLINK "mailto:nadiaawdh@gmail.com" \t "_blank" nadiaawdh@gmail.com


Abstracts
EFL is one of Saudi Arabia's most essential and fastest developing educational fields, while school and college graduates can not write in English effectively. The present study used WhatsApp as a learning tool to improve the writing of learners in two Saudi Arabian universities. To assess the progress and commitment of learners, an essential but creative writing exercise was used. Twenty-four EFL students from two KSA universities, Qassim University and Jazan University participated. The results of the study indicate that using WhatsApp as a writing platform provides students with a valuable opportunity to improve their individuality, use their vocabulary, work together and transition from passive to active learners. In addition, this research highlighted the importance of recognizing the dynamic and complex essence of the application process of theories of learning and innovative approaches by technology interference. This also makes specific guidelines and further research for educational establishments in Saudi Arabia.
Keywords: Learner engagement, Learning tool, WhatsApp in EFL learning, Technology as innovation in the classroom.
INTRODUCTION
The introduction of technology in the modern era brought significant changes to the educational environment. The new education model, education 4.0, allows teachers and students to be proficient at the latest technical technologies that can provide teaching efficiently. The use and incorporation of digital technologies was a challenge in today's modern education system. With the rapid rise of tablets, computers, and desktops, the traditional way of learning has been redefined with limitless student learning opportunities (Briz-Ponce et al., 2017; Dunn & Kennedy, 2019; Park et al., 2019, Al-Ghamdi, Almansoob & Alrefaee, 2019).   

EFL's utilization of technology encounters some significant obstacles. Primary is the accessibility of technology (both internet connection and infrastructure) in the classroom. Second, and more worrisome, is the techno-phobia among teachers as they are frequently either ignorant on the aid of technology in linguistic learning or are not convinced as to its efficacy. These obstacles can be overcome by WhatsApp application (WhatsApp) or similar popular apps. WhatsApp application is identified as one of the fastest and most popular social media platforms having a massive potential to be used for academic learning (Almekhlafy & Alzubi, 2016). When our classrooms are not well equipped, we can utilize the technology that students have on their phones and tablets, regardless of whether there is internet access in the   EFL classroom.  The teacher can set up many activities and extend them beyond the classroom when students are connected to Wi-Fi. Alternatively, at different stages of activities, students can show each other their phones. With these secure reach technologies, everyone in the group, whether student or teacher, can see and listen to the answers of everyone in the community conversation. Students may receive additional credit either for asking�questions or for responding to others� issues. Mobile devices with fast-evolving apps like WhatsApp have become popular in recent years in EFL�language courses because these offer unique and diverse learning and teaching opportunities (Al-Ahdal, 2019).

With WhatsApp, teachers have the chance to monitor and check their language output for mistakes in the EFL classroom. Further, students are able to refine their speech while they are rehearsing it (accent, intonation, speed of speech) while being more open and responsive to language. It is also examined from the study of the current literature on emerging technological tool to facilitate language learning that network-based environment can serve to be highly effective in enabling the language teachers to incorporate a wide range of material to improve language learning in the classrooms (Almekhlafy & Alzubi, 2016). The use of learning tools such as WhatsApp can serve to be highly valuable to improve the effectiveness of language learning to a highly significant extent. The huge quantum of data communicated through this tool makes it extremely useful for the learners of English as a foreign language because it is a powerful way to engage the learners with credible and real-life learning experiences associated to their cultural backgrounds (Almekhlafy & Alzubi, 2016). 

WhatsApp 
WhatsApp is the world's most popular messaging network with over 700 million subscribers. This has become the 'knowledge hub' in social networking and transformed the way people communicate quickly (Susilo, 2014). This instant messaging program allows you to deliver free text messaging to any mobile generation, including iPhones, Ios, Blackberry and Nokia cell phones. As an exclusive fusion feature. Whatsapp should be described as a global social media network that can provide educators and learners with a highly useful educational resource. From a pedagogical viewpoint, the WhatsApp facilitates various different forms of communication using built-in mapping, ranging from text to images, audio and video files and locations (Alsaleem, 2013). Here it should be remembered that it is often used as a way of teaching vocabulary or disseminating general knowledge and language learning relations in EFL classrooms, which are useful as a dialogical organization for students. Smartphones are becoming a central part of our everyday lives. Everyone has their own cell phone. Cell telephones have grown exponentially since 1995 and applications have evolved concurrently. They are not only used for receiving and making calls to text messages, but also for watching a movie and playing music and Internet access in many programs. Several operating systems have been developed to have more device accessibility, such as Windows, IOS and Android. Android Frameworks (Susilo, 2014) is being created. Lenhart, Madden, Smith and Macgill (2009) say that university students and, in particular, language learning are commonly engaged in messaging technology, making it a blessing to both teachers and learners.
Theoretical Grounding 
This study is grounded in the Technology Acceptance Model (TAM). This theory in the field of information system explains how users accept and adopt technology based on its usefulness, ease of use, facilitating condition, and behavioural health (Davis, Bagozzi, & Warshaw, 1989; Dwivedi et al., 2018). Because of the soundness, simplicity, and adaptability of TAM, it is considered as one of the standard models to measure information system adoption and acceptance in the context of mobile learning (Dwivedi et al., 2019; Hansen, Saridakis, & Benson, 2018; King, & He, 2006). In the context of the present study, the use of WhatsApp among Saudi EFL students has been explored, guided with the dimensions of TAM. In such a way, better implementation of Mobile learning in language classes will improve students� learning performance. It will also provide necessary interventions for language educators on how to properly integrate the use of M-learning in the classroom with optimum students� participation. Accordingly, higher education institutions are tap to produce highly skilled and capable human resource have a role in understanding what affects students� technological acceptance and literacies before implementing interventions of setting up technological systems. The need for universities to have an analysis of the proper use of M-learning will let them identify the determinants which will leverage its implementation and utilization for students� development (Akour, 2010; Sulaiman & Almuhannad, 2018). 







Research Gaps and Context    
While previous research focuses on the impacts of the use of technology in language learning (Lai, et al, 2016; Stickler & Shi, 2016 
Arrosagaray, et al, 2016; White, Direnzo & Bortolotto, 2016; Hung, et al, 2018; Mei, 2019; Adolphs, et al, 2018), the majority of these studies are concentrated continuously on language learning technology results and perceptions, very few studies have studied the dynamics and complexity of its use to improve learners 'skills in writing by comparing results across the two universities. The use of WhatsApp is extremely significant, especially in the Saudi educational context, as the country has more than one smartphone per person and mobile applications, which are extremely popular as educational instruments. This research specifically examined its usefulness as an instructional writing method for two universities in Saudi Arabia in EFL environments. WhatsApp is also a well-used worldwide social media device (Al-Shehri, 2014; Fattah, 2015; Fodah & Alajlan, 2015). Given its success, it is no wonder that it is adopted for various educational purposes by Saudi Arabia students and their teachers. Through an experimental analysis, Fattah (2015) reported that the use of WhatsApp contributed to an improvement through Saudi EFL's tertiary education achievements. Reports from many studies demonstrate WhatsApp's innovative role in improving the vocabulary, writing and punctuation of EFL students. The findings also reveal that the students who used WhatsApp to study English as a foreign language were slightly more punctuating and structuring the sentences in the classroom.

In KSA setting, Almekhlafy and Alzubi (2016) conducted a study using WhatsApp with forty EFL students in the University of Najran (KSA) to help enhance communication between students through free-range activities and topics with native English-speakers. The authors used mixed data collection methods that included semi-structured interviews with 10 participants and a 15-part questionnaire. Results showed that most students were optimistic about the use of WhatsApp and believed that it helped them in�learning English. Other studies have also demonstrated that using WhatsApp increases learner self-confidence and impetus, and while speaking in English, there was a drop in their anxiety. Hazaea and Alzubi (2016) complemented the quasi-experimental approach. They used qualitative analyses to find that the use of WhatsApp enhanced readability practices and maybe more significantly improved student reading at a Saudi Arabia university. Alshammari (2017) discusses how WhatsApp Messenger can provide language guide to EFL learners.   In the studies cited here and in a large number of other studies with WA as a foreign language learning tool, mainly quantitative aspects have been the focus of research.
Further, the role of teacher agency using WhatsApp has so far not been studied from a qualitative perspective. It is this gap that the current paper endeavours to fill. The study is likely to be of great benefit to the EFL teaching community, institutions and planners who wish to modify teachers� role as facilitators of learning, and the broader learner community who will achieve greater autonomy with the new approach. 

Institutional and administrative forces in the Saudi Arabia have been actively advocating the cause of technological integration into teaching pedagogies and many teaching communities have indeed achieved much in this direction. However, force of habit and cultural ethos have still kept the teacher at the centre of the learning universe, acting the fountainhead of all there is to learn, relegating the learners to being mostly silent recipients of �information�. Each lesson is treated as a separate unit of knowledge wherein learner autonomy to ask questions or answer others� questions is negligible. In short, the teaching learning process is linear and bookish, one that leads to poor enrolment in English language, translation and literature courses, and where subscription is reasonable, failure rates are disheartening. The current study focuses on enhancing learners� writing skills using what they are best at, their smartphones. 
Research Questions 
The study draws from the immense popularity of WhatsApp among smartphone users, and investigates how innovative writing activities that use WhatsApp messaging can enhance the Saudi EFL learners� writing skills. The following questions are to be answered: (1) How successful is WhatsApp as a learning tool for the Saudi EFL learner? (2) What is the nature of activities that can be planned using WA to enhance learners� writing skills? (3) What are the micro language skills that are affected by the use of WA as an instructional tool?


METHODOLOGY

Participants
The current study takes the Qualitative Comparative Analysis approach, one which systematically compares a small number (5<N<75) to evaluate trends in enhancement of learners� writing skills across two universities in KSA over a period of four weeks with WhatsApp being used as an instructional tool. Voluntary participation from twelve students each enrolled in the Academic Writing Course at Qassim University and Jazan University, KSA was sought for the study. The participants were in fifth to sixth semester of the BA Course of the academic year 2018-2019. This was a strictly non-classroom investigation, one which exclusively targeted the writing skills of the participants in a collaborative environment and to widen the scope of the study, we based the study in two campuses. 

Activities for Data Collection
There can be no doubt that WhatsApp can be an effective learning tool given its availability on all smartphones, free access, high popularity and adaptability to post text, image, video or audio materials. These very features made it possible to conduct the activity simultaneously across two campuses. In the pre activity preparation, we formed the WhatsApp group with each participant being given the responsibility to update the icon on a daily basis (the total number of days available being 24 at six working days in a week) with an interesting image or language component, such as a quote or idiom. This ensured that even the lone reticent participants had an opportunity to contribute. All participants were requested to observe public communication etiquette by being polite, communicative, and regular on the group and posting only activity related materials. Finally, they were asked to use the group as an information portal from which they could extract ideas and facts to prepare a report at the end of the week.

Week 1
In keeping with the global crisis of the Coronavirus outbreak, the first activity invited participants to brainstorm on the 5Ws and 1H of the event based upon one of the early news stories that circulated on Twitter and WhatsApp. They were encouraged to post their views via text or image that conveyed as much information about the disease as possible. On day one itself, the total number of text messages was upwards of 73, with participants posting general as well as specific information on the problem. Many of these posts were based upon internet sites and contained critical appraisals from economic, political, social and medical viewpoints. A few posts were also related to the earlier viral outbreaks of SARS and Ebola in other parts of the world. This line of conversation was kept alive for the remaining portion of the week with new updates being uploaded. The researcher kept a diligent record of posts to ensure full participation, and where a participant(s) was missed for more than a few hours, a prompt request to contribute was posted. On at least two occasions this did check absenteeism. By the end of the week, the WhatsApp group had a precious resource of numerical and other data on the status of the outbreak across twelve countries, by when it was time for the weekly submissions of reports which were kept at a low word count of 1200 words for the first week. These essays were submitted online and evaluated by the researcher for content value, organization, the scope of writing, and general English which included grammar, sentence structure and variety of vocabulary used.


Week 2
In the subsequent week, the discussion was taken to the possible forecast for the coming weeks as governments across the world scrambled to contain the problem, the nodal points of discussion were global cooperation, awareness and readiness to face a possible escalation. This week required greater critical thinking and brainstorming by the participants. The frequency, content, and solemnity of the posts were remarkable during this week, and it was observed that generally, the participants were sending original instead of forwarded messages. During this week, the participants were encouraged to also post the line of discussion they were likely to take while composing their end-of-the-week report. This new angle of collaboration was greatly appreciated by the participants as they got better insights into how their peers planned to go about the activity. The word limit for the reports was increased to 1400 words.

Week 3
The following week was dedicated to the Saudi Arabian milieu in the wake of the outbreak, and the participants were encouraged to contribute and think of the measures locally taken to contain the spread, contribution of social networks in spreading awareness, social, political and economic outcomes on the local and national scale etc. This saw enthusiastic participation with scores of videos and audios being contributed to the group. It was noted that emoticons ruled the conversations during this week, conveying more than text messages in some instances. The weekly report was requested in about 1800 words and participants were free to use images too in their reports. 

Week 4
The last week was the most interesting as it was given to participant feedback on the preceding three weeks, with the researcher inserting queries that elicited information from the participants on the drawbacks of the activities, suggestions for improvement, any other views they may like to share. This week saw a record post of 80+ contributions a day with some very insightful and useful ideas on both the methodology and how it could be made better. Participants also actively commented on the views of their peers, sometimes agreeing and at others countering them.

RESULTS 
The study explored the use of WhatsApp as a writing tool in Saudi EFL classroom. Results showed that WhatsApp is effective in enhancing the writing skills of EFL students.  It is seen that participants� writing skills improved drastically by the middle of the second week. Learner participation was heartening as the researcher noted that each one of them contributed at least two posts each day. As the activity moved into the second week, this figure steadily rose to seven. The quality of contributions also improved as learners vied with their peers to add better worded and more informative posts. These changes also reflected across the three weekly reports which were duly evaluated by two departmental colleagues of the researcher, who graded them on a scale of 1-10 each on the following parameters: Content, Analytical approach, Critical thinking, Use of vocabulary, Organization of topics, Connectivity of argument, Richness of ideas, in all a maximum score of 70, reflected as the aggregate of the week. Table 1 below presents these grades.

Table 1. Weeks 1-3  Aggregates 
ParticipantAggregate of Week 1Aggregate of Week 2Aggregate of Week 3130333922930353233337431363952730346313442727313782833379262936102831361123263412252432133033381427313715273337162534421728303718262936193235402024242921293136222734382325273424283339
The aggregate scores above clearly indicate that all participants across the two universities benefitted by improving their writing skills even though the activity duration was a few weeks. 

Figure 1 below graphically represents this change:




Even with participants who showed no change between the first and second weeks, such as participant 20 or participant 12 who showed a marginal drop, eventually picked up by the time they needed to write their report in the third week. Further, group mean for the first week stood at 27.33, it rose to 31 in week 2, and finally to 36.7 by the end of week 3. Statistical difference or p value between the Week 1 and Week 3 scores came to 0.06 which means that using WhatsApp as an instructional tool in EFL writing does lead to enhanced outcomes.  Further, the examination of the aggregate scores for each week individually revealed that the maximum scores achieved by the participants was in the week 1 was 32 by 1 participant followed by a score of 31 by 2 participants and 30 by another 2 participants. The remaining all participants had a score below 30. The lowest score earned in this respected in the week 1 was 23 (see figure below). 


Figure 2

In respect of the aggregate scores achieved by the participants in the week 2, it was examined that the highest score earned by the participants was 36 by 1 participant followed by a score of 35 by 1 participants and 34 by another 3 participants. The remaining all participants had a score below 30. The lowest score earned in this respected in the week 1 was 24 (see figure below). These findings indicate that in comparison of the aggregate score in week 1, the scores in week 2 were higher. 


Figure 3


DISCUSSION

The study explored the use of WhatsApp as a writing tool in Saudi EFL classroom. Results showed that WhatsApp is effective in enhancing the writing skills of EFL students.  It is fast evolving as a platform that can be used for various educational purposes, as social networks are prevalent among young people. Being a social platform for interaction and communication, several researchers are taking an interest in it as a tool to facilitate English language education.  In respect of EFL Saudi learners, the usage of WhatsApp serves to be a highly effective and reliable platform that helps in addressing the formal and informal interactions. In a comparison of other subjects, successful learning of any language is partly dependent on the learner�s ability of expression. By allowing an extensive interaction with their peers, WhatsApp offers a unique platform where students can pursue continuous communication, raise concerns on everyday issues, seek clarification and engage in formal and informal activities. This mechanism helps develop positive social interactions between the students themselves and between the students and the teacher. The usage and the potential importance of WhatsApp can also be supported by the critical feature of instant messaging (IM) within a classroom. There has been numerous evidence of the significant usage and benefits of IM in the classroom context in the process of learning. It holds a higher potential for learning, and it also raises the probability of the learners to be active during the process of learning and create positive interactions between the student and their faculties.  Shahbaz & Khan (2017) highlight the findings of a study wherein WhatsApp was used as a substitute to SMS, a message service that is expensive and less convenient. Its application allowed the users to gain additional material related to comprehensive question through the study material links shared on WhatsApp group. The findings of the questionnaire in the study revealed that after the 12-week implementation of the exercise, students were examined to have increased their tendency to enjoy learning activities and increased the reading practice. The ability of reading comprehension among the students was also examined to have improved significantly through the usage of WhatsApp. Based on these findings of the literature regarding the unique features of WhatsApp, its highly significant pedagogical implications for ELF learners in Arab countries can be established. 

Particularly, its features facilitating the creation of a pleasant environment that allows learning even beyond the classroom hours can serve to be highly beneficial for the EFL learners in Saudi Arabia. The additional advantages of this application facilitate the learners to increase interaction with numerous people concurrently irrespective of time and distance. This makes it a practical and useful platform to facilitate interaction among people speaking various languages and living in various countries and cultures. Nevertheless, it is important that the educators demonstrate the willingness to utilize this tool to be used such that maximum benefits can be drawn out of it.  It is further examined that WhatsApp is also additionally embedded with unique and highly interactive features and functions that enhance its usability. It allows sharing videos, audios, several web links, files, and even making video calls. There is also an additional feature that allows group chatting and enable members to communicate in a free and safe manner. As per the latest statistics, instant messaging through WhatsApp managed up to 10 billion messages per day until August 2012 (Sarhandi, Asgar & Abidi, 2018). 

This level of convenience and information sharing associated with WhatsApp instant messaging can serve to be highly beneficial for the EFL students to improve their learning, interaction and collaboration. Out of the varied collaborative features on WhatsApp, text-based features and short messages modes are the most commonly used features used by the students in higher education to send messages. With a tremendous rise in the usage of this platform, several higher education institutions in the world have adapted to the application of these technologies in the process of learning (Alabasi & Alghamadi, 2019). Another important and notable feature associated with the usage of WhatsApp in various institutions is the discussion forum. Creating these platforms allow detailed and never-ending discussions between the instructor and the students themselves. This helps in creating and developing the teaching communities as core assistance for the learning process, particularly the conventional learning process.  


CONCLUSION 
WhatsApp is a cheap but highly effective learning tool to enhance EFL learners� writing skills. It's one feature that engages learners the most is its flexibility, not only of time and place but also of the mode of communication that one may choose whether text, audio, video or even emojis, all of which are highly popular with the young users. The bulk of posts on the WhatsApp group in the study supported this notion as practically all participants were regular and active in their posts. Weekly writing assessments also showed a steady rise with remarkable differences reflecting between scores for week one and week 3. Feedback of the assessors also confirmed enhancement in the quality of the participants� writings as all the seven parameters showed improvement. 


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