Motivation For Reading English As A Second Language (Esl) Through The Use of Whatsapp Among Graduate Students of Government College Township, Lahore (Pakistan)
Motivation For Reading English As A Second Language (Esl) Through The Use of Whatsapp Among Graduate Students of Government College Township, Lahore (Pakistan)
Motivation For Reading English As A Second Language (Esl) Through The Use of Whatsapp Among Graduate Students of Government College Township, Lahore (Pakistan)
1(2);
ijopaar.com; ISSN: 2455-474X
Abstract
This is a modern technology era in which modern technology is affecting every aspects of life. This is
the reason that WhatsApp, a modern digital technology is greatly affecting academic environment.
This has been observed that this App of modern computer and mobiles are being widely used by the
people of this world. This App is being widely used by the students for their academic and learning
development. Through the conduct of Quantitative approach, the researcher has conducted this study
to investigate the reading motivation of English as a Second Language (ESL) among 30 Graduate
Students of Arts Group of Government College Township, Lahore (Pakistan). A questionnaire
investigation has been developed and formulated by the researcher himself and distributed to a
sample of 30. The findings of the survey have pointed out that the use of WhatsApp is motivating the
L2 (English) reading among the students. However, the results of open-ended question have indicated
that still this WhatsApp is not getting encouragement and support by the parents and teachers to use
among the students. The students desire to use but due to the fear of punishment through imposing
the fine by the college authorities in the campus, this device is not so effective. The teachers of
English also do not encourage them to use this device in fear of distraction of their teaching and
learning process in the reading classes. However, this App is getting support and encouragement
among the peers for reading motivation. However, this study suggests that this, WhatsApp is a
blessing if these are used for practical academic purposes.
Keywords: WhatsApp, L2 (English) Reading Motivation, GCT, Lahore, Modern Technology,
Graduate Students.
1. Introduction
Reading, a language skill, is being affected by the new trends in this age. Modern
technology particular digital devices are impacting on reading process. Hypermedia is a term refers to
the application of computer-based which gives information in a way by using text through multiple
resources (Kommers et al. 1996). Hypermedia is a digital technique which makes easy in L2
reading( & Ercetin, 2005). Reading motivation is an educational phenomenon which influences
reading motivation among students (Guthrie & Coddington, 2007). The success of the students
depends upon the reading motivation. Reading motivation is consistency, demarcated as the capability
to make suitable, significant influences between the features within a definite text and between
essentials contained by a text and the readers previous information, is one of the important practices
Paper ID: D16110; Motivation for Reading English as a Second Language (ESL) through the Use of
WhatsApp among Graduate Students of Government College Township, Lahore (Pakistan) By Tahir
Jahan Khan; pp. 220-231; Date of Publication: 15th May 2016; Current Impact Factor: 0.832.
Page
220
setting that can upkeep, improve and reinforce their education of the learning English language as a
second language. There is a study conducted by Abdullah & Yaacob (2013),which has explored
postgraduate students conversation round the academic manuscripts through Facebook (FB). This
exploration is largely directed by the knowledge of reading as a social training. In this study, the
researchers have focused on the students reflections of their online involvement of talking around
academic texts in an educational setting.
3. Problem statement
Looking at the background, we come to know that new digital and web technology is
affecting the studies of ESL learning and teaching in various contexts (i.e. Assisted & Learning, 2016;
Kern, 2006; Lo, 2006; Schmid, 2006; Wang & Comac, 2008). There are also studies about the use of
Cell Phone Technology (CPT) which is being used in ESL contexts ( Akram et al., 2013; Ciampa,
2014; Rau, 2006;Thornton & Houser, 2005). Majority of these studies have been conducted in recent
years.
After the emergence of WhatsApp, now each body and especially all teachers and
students shout, see and find it on WhatsApp, it will be sent to you through WhatsApp. Now
WhatsApp has become an essential part of education settings. However, the current and empirical
studies have not been extended to investigate the use of WhatsApp in L2 reading motivation.
Therefore, the present study is an attempt to explore the use of WhatsApp for ESL (English as a
Second Language) or L2 (English) Reading Motivation among the University Graduate Students of
Government College Township, Lahore (Pakistan).
4. Objectives of the study
This study aims at the following two objectives.
1. To determine the use of WhatsApp in L2 (English) reading motivation among the Graduate
(Arts) students of Government College Township, Lahore (Pakistan).
2. To examine the level of motivation for reading L2 (English) through the use of WhatsApp
among the Graduate (Arts) students of Government College Township, Lahore (Pakistan).
5. Research questions
This study has proposed these two main research questions to get the objectives of the study.
1. What is the use of WhatsApp in L2 (English) reading motivation among the Graduate
students of Government College Township, Lahore (Pakistan)?
2. What is the level of motivation for reading L2 (English) through the use of WhatsApp among
the Graduate students (Arts) of Government College Township, Lahore (Pakistan)?
6. Significance of the study
The possible significance of this study is to show the impact of WhatsApp for L2
(English) reading motivation in the context of the study. This is hoped that this is new study in regard
of exploring the impact of WhatsApp in ESL (English as a Second Language) educational setting of
Pakistan. This study will provide the rich information about the use of WhatsApp in this educational
environment.
Paper ID: D16110; Motivation for Reading English as a Second Language (ESL) through the Use of
WhatsApp among Graduate Students of Government College Township, Lahore (Pakistan) By Tahir
Jahan Khan; pp. 220-231; Date of Publication: 15th May 2016; Current Impact Factor: 0.832.
Page
222
for refining students' language skill, not just one or two manuscripts of text books. They also want to
know how to teach students to use the material efficiently. Lecturers, Teachers and Professors as
facilitators have to be able to answer back to the needs that students have, not just what has been set
up forward of time grounded on a syllabus designer's idea of who will be in the lecture hall. Teacher
preparation is a main component to success in this more malleable language classroom, so that
teachers can use software of modern computers and other resources effectually.
Educators must make problematic choices about how to use that some degree of time to
stimulate the students for language learning. Subsequently foreign language undergraduates
frequently have opportunities to speak and hear the objective language as English only in the
classroom of EFL (English as a Foreign Language), it makes sense to use as considerable class period
as potential in communicative undertakings. This means that other types of exercise and experience
must be as long as in other ways. We have faith in that mobile knowledge can benefit extend learner
chances insignificant ways(Thornton & Houser, 2004).
The use of mobile has become an essential part of todays students lives in the world. If we
see in the universities of the world, we can see majority of the students using their mobiles. We can
see other students who are busy in composing or reading texts on their Cell Phones sent by their
teachers or peers. They can be found reading or composing emails related to their education. There are
also many students who are using mobiles and also discussing their academic activities (Thornton &
Houser, 2004). There are 95% students are equipped with using of mobiles in Japan (Taylor, 2001).
11. Reading motivation
The affecting area of reading motivation has received less attention than has the
cognitive realm in both L1 and L2 exploration. Reading motivation is multidimensional construct
(Wigfield & Guthrie, 1997). Reading motivation refers to the influence how an individual reads a
written text (Watkins & Coffey, 2004; Wigfield & Guthrie, 1997). This is the reason that Baker and
Wigfield (1999) have grounded the concept of reading motivation in accomplishment motivation
theory. According to Khan, Sani, & Shaikh-abdullah (2016), reading motivation is grounded on
instrumental and integrative motivation in an ESL context. It is well recognized that reading
motivation is considerably connected with important cognitive products such as reading achievement
and quantity of reading. Numerous inquiries show that intrinsic reading motivation is more highly
related with reading comprehension than extrinsic motivation for reading among elementary school
children (Baker & Wigfield, 1999; Guthrie, Wigfield, Metsala, & Cox, 1999; Wang & Guthrie, 2004;
Wigfield & Guthrie, 1997). In majority of these studies, intrinsic motivation has been discussed for
students' curiosity about new books and topics, engagement in reading for long periods of time, and
preference for longer thought-provoking texts. But extrinsic motivation is referred to grades or
competition as reasons for reading (Guthrie, Hoa, Wigfield, Tonks, & Perencevich, 2010). In previous
studies, reading motivation has been shown as playing a vital role among the small children in the
western context. However, the most of the recent years studies in Western societies have established
a general deterioration in reading motivation among school children. However, it is not clear whether
motivational deterioration happens uniformly for all students (Lau, 2009). Success motivation has
long remained a significant area in learning research. While learners with positive learning motivation
are set up to have positive cognitive, social, and psychological development, most previous studies in
Western countries have reported a deterioration in students' motivation as they progress through
advanced grades (Lau, 2009). Among the American students, the studies have shown that there is
difference in reading motivation among the school going students and adolescence students. These
studies have indicated that there is decrease in reading motivation among the adolescence students(Ho
& Guthrie, 2013).
Paper ID: D16110; Motivation for Reading English as a Second Language (ESL) through the Use of
WhatsApp among Graduate Students of Government College Township, Lahore (Pakistan) By Tahir
Jahan Khan; pp. 220-231; Date of Publication: 15th May 2016; Current Impact Factor: 0.832.
Page
224
Section 4: Additional One open-ended question on the attitudes of parents, teachers and peers
students for the use of WhatsApp for L2 (English) reading motivation in this particular context.
Data collection
The questionnaires have been distributed to the 45 students during their usual reading English
class session. The researcher has also briefed them about the significance and scope of the study with
instructions to fill in the questionnaire. But the researcher has got back only 30 filled in questionnaires
due to some constraints. The questionnaires were then collected upon completion.
Data analysis
The data got from the questionnaires have been analyzed using the SPSS (Statistical Package
of Social Sciences) program. The data about participants general background and their explanations
have been considered by calculation and presented in percentage. A five-point Likert scale has been
used to examine the level and type of participants L2 (English) reading motivation through the use of
WhatsApp. Such scale has been used in the questionnaire to postulate the level of the agreement or
disagreement based on the following principles:
Mean Range
3.70-5.00
2.30-3.69
1.00-2.29
Interpretation
High Level of Motivation
Moderate Level of Motivation
Low Level of Motivation
Findings
The findings of this study are being shown into three sections in accordance with the sections
of questionnaire: (A) general information of the participants; (B) students motivation, and (C) results
from open-ended question.
Demographic information (Gender)
Table 1 Gender Respondents
Gender
Male
Total
Frequency
30
30
Percent (%)
100
100
Table 1 show that there are total 30 (Male) participants (100%) of the study.
Table 2 Ages of the Participants
Age (Years)
18
19
20
Frequency
13
15
1
Percent (%)
43.3
50.2
3.3
Paper ID: D16110; Motivation for Reading English as a Second Language (ESL) through the Use of
WhatsApp among Graduate Students of Government College Township, Lahore (Pakistan) By Tahir
Jahan Khan; pp. 220-231; Date of Publication: 15th May 2016; Current Impact Factor: 0.832.
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21
Total
1
30
3.3
100
Table 2 shows the age of the participants. This varies from 18-21 years old. This is the usual
age of the students at the Graduation Level in a Pakistani educational context of the public sector
colleges.
Motivation for L2 (English) reading through the use of WhatsApp
This section deals with the overall findings of L2 (English) reading motivation through the
use of WhatsApp in this educational setting. The following two tables (Table 3 and Table 4) shows the
total 20 questions items, their means score, using descriptive statistics of Mean scores and Standard
Deviation (SD) and their corresponding level of motivation which interprets the results and its
implications.
The following Table 3 shows the 10 (Ten) L2 (English) reading motivation related items of
the study.
L2 (English) reading motivation through the use of WhatsApp
Table 3 L2 reading motivation through the use of WhatsApp
L2 (English) reading Motivation
1. WhatsApp reading motivates me to quickly explain
difficulties in English reading.
2. WhatsApp reading motivates me to use my reading
English time in a better way.
3. WhatsApp reading motivates me to get more
Knowledge about my English texts contents.
4. WhatsApp reading motivates me to read English
pleasantly.
5. WhatsApp reading motivates me to read more English
texts.
6. WhatsApp motivates me to understand the English
reading contents easily
7. WhatsApp motivates me to understand English
reading videos.
8. WhatsApp motivates me to have an easy access to
English reading materials sent to me.
9. WhatsApp motivates me to have access with my class
fellows for English reading.
10. WhatsApp motivates me to solve my assignments of
reading English.
Total
Mean
4.61
SD
0.50
Level of Motivation
High
4.47
0.62
High
4.43
0.50
High
4.34
0.61
High
4.27
0.44
High
4.21
0.49
High
4.27
0.57
High
4.23
0.76
High
4.36
0.59
High
4.38
0.61
High
4.40
0.61
High
Table-3 shows that the students of this study possess a high level of L2 (English) reading
motivation through the use of WhatsApp in their educational setting. This has been clearly indicated
by the average mean score of 4.40 in the table. The statement number 1 (WhatsApp reading motivates
Paper ID: D16110; Motivation for Reading English as a Second Language (ESL) through the Use of
WhatsApp among Graduate Students of Government College Township, Lahore (Pakistan) By Tahir
Jahan Khan; pp. 220-231; Date of Publication: 15th May 2016; Current Impact Factor: 0.832.
Page
227
me to quickly explain difficulties in English reading) has the highest mean (4.61). The statement
number 2 (WhatsApp reading motivates me to use my reading English time in a better way) has an
average mean score of 4.47, in this way, statement number 3 (WhatsApp reading motivates me to get
more Knowledge about my English texts contents) has an average mean score of 4.43. The statement
number 6 (WhatsApp motivates me to understand the English reading contents easily) has the lowest
mean score of 4.21. However, the overall mean score is 4.40 which shows that the WhatsApp is
greatly motivating L2 (English) reading among the participants.
Social factors affecting L2 (English) reading motivation
Table-4 Social Factors affecting L2 (English) Reading Motivation
Social Factors affecting L2 (English) Reading Motivation
Mean
SD
3.49
0.80
Level of
Motivation
Moderate
3.80
0.85
High
4.45
0.70
High
3.64
1.11
Moderate
3.74
0.95
Moderate
4.21
0.77
High
3.98
0.97
High
4.28
0.92
High
4.41
0.73
High
3.48
1.05
Moderate
4.05
0.74
High
Table 4 provides the collective high level of social factors affecting the WhatsApp using for
L2 (English) reading motivation with a high average mean score of 4.05. The statement number 3
(My class fellows motivate me to use WhatsApp for reading English), the statement number 9 My
syllabus of English motivates me to use WhatsApp for reading English) and statement number 8 (My
country environment motivates me to use WhatsApp for reading English) indicate the highest level of
social factor affecting WhatsApp for L2 (English) reading motivation with the mean score of 4.45,
4.41 and 4.28 respectively. However, the statement number 1 (My Parents motivate me to use
WhatsApp for reading English), number 4 (My college administration motivates me to use WhatsApp
for reading English), number 5 (My classroom environment motivates me to use WhatsApp for
reading English) and number 10 (My examination system motivates me to use WhatsApp for reading
English) show the moderate level of motivation with mean score of 3.49, 3.64, 3.75 and 3.48.
Paper ID: D16110; Motivation for Reading English as a Second Language (ESL) through the Use of
WhatsApp among Graduate Students of Government College Township, Lahore (Pakistan) By Tahir
Jahan Khan; pp. 220-231; Date of Publication: 15th May 2016; Current Impact Factor: 0.832.
Page
228
Table 5 The Comparison between L2 (English) Reading Motivation and Social Factors affecting L2
(English) Reading Motivation through the Use of WhatsApp
Motivation
Motivation for Reading L2
Social Factors affecting L2 Reading Motivation
Total
Mea
n
4.40
4.05
4.27
SD
Meaning
0.61
0.74
0.70
High
High
High
Table 5 shows the comparison between L2 (English) reading motivation through the use of
WhatsApp and social factors affecting L2 (English) reading motivation through the use of WhatsApp
among the participants. This shows that the mean score of L2 reading motivation (4.40) is higher than
the mean score of social factors affecting L2 (English) reading motivation (4.05). However, the
overall mean score of both is 4.27 which are considered to be high level of motivation.
14. The result from open-ended question
This section deals with the open-ended question related to the support by parents,
teachers and peers for using WhatsApp for L2 (English) reading motivation in the Government
College Township, Lahore (Pakistan) among the Graduate Students (Arts Group) during the academic
session of 2015-2016. The findings of this section are being given below in Table 6.
Table 6 The Support and Encouragement for the Use of WhatsApp for L2 (English) Reading
Motivation
Support & Encouragement
Parents
Teachers
Peers
Total
Frequency
4
6
20
30
Percent (%)
13
20
67
100
Table 6 shows that the highest support and encouragement for the use of WhatsApp for L2
(English) reading motivation is obtained by the peers (67%), the teachers support (20%), and the
parents (13%) for the use of WhatsApp for L2 (English) reading motivation in the context of the study
among the participants.
15. Discussion and Recommendations
The overall findings of the study show that the students are highly motivated to use
the WhatsApp for L2 (English) reading motivation in the Government College Township, Lahore
(Pakistan). This finding is answer to the main research question of the study about the level of
motivation for L2 reading among the participants through the use of WhatsApp. Based on these
findings, this has been revealed that the students are highly motivated to use the WhatsApp. In this
regard, this result shows the consistency with the previous studies conducted about the use of
Facebook and Mobile Phone technology among the student Abdullah and Yaacob (2013) and
Thornton & Houser (2004). These findings also point out that the students are motivated for L2
reading in the context as similar in the various studies conducted in different contexts (Sani, Tengku
Paper ID: D16110; Motivation for Reading English as a Second Language (ESL) through the Use of
WhatsApp among Graduate Students of Government College Township, Lahore (Pakistan) By Tahir
Jahan Khan; pp. 220-231; Date of Publication: 15th May 2016; Current Impact Factor: 0.832.
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Ariffin, & Shaik-Abdullah, 2014) andKhan, Sani, & Shaikh-abdullah (2016). Therefore, in the light of
findings, this study recommends the following.
1. WhatsApp is a modern technology. This should be encouraged by the teachers as well as the
parents among their children and students to use this device only for educational purposes.
2. The educational institutions should encourage the use of WhatsApp in the campus with under
the strict rules and regulations.
3. WhatsApp should be encouraged to use not only for reading but also for writing, listening and
speaking skills among the students.
4. The students should be made abide the strict rules to use it only for educational needs.
16. Conclusion
This study has highlighted the use of WhatsApp for educational purposes. The
findings of the study are very important as this can be utilized in any context. This study has shown
the effectiveness of the use of modern technology. This study also presents the suggestions for futures
research.
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Jahan Khan; pp. 220-231; Date of Publication: 15th May 2016; Current Impact Factor: 0.832.
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