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Borzabadi Farahani, D., Ahrabi Fakhr, M. (2018). Exploring the Potential of a Mobile Messaging Application for Self-Initiated Language Learning. Journal of English Language Pedagogy and Practice, 11(22), 91-110.
Davood Borzabadi Farahani; Masoud Ahrabi Fakhr. "Exploring the Potential of a Mobile Messaging Application for Self-Initiated Language Learning". Journal of English Language Pedagogy and Practice, 11, 22, 2018, 91-110.
Borzabadi Farahani, D., Ahrabi Fakhr, M. (2018). 'Exploring the Potential of a Mobile Messaging Application for Self-Initiated Language Learning', Journal of English Language Pedagogy and Practice, 11(22), pp. 91-110.
Borzabadi Farahani, D., Ahrabi Fakhr, M. Exploring the Potential of a Mobile Messaging Application for Self-Initiated Language Learning. Journal of English Language Pedagogy and Practice, 2018; 11(22): 91-110.

Exploring the Potential of a Mobile Messaging Application for Self-Initiated Language Learning

Article 5, Volume 11, Issue 22, Summer and Autumn 2018, Page 91-110  XML PDF (861 K)
Document Type: Research Paper
Authors
Davood Borzabadi Farahani; Masoud Ahrabi Fakhr
Department of English Language, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran
Abstract
With the rapid expansion of deploying mobile instant messaging applications such as Telegram for the purpose of language learning, it is quite apparent that language research in this regard is lagging behind the trend. This study addressed the matter by exploring how language learners utilize a Telegram group for the purpose of language learning. In this regard, the activities of a Telegram language learning group with 74 active members was observed and recorded for a week. To capture the patterns of utilization of the group, a thematic analysis was conducted on the compiled corpus of approximately 45000 words gathered by recording the messages posted by the group’s members. The analysis indicated that the themes of utilization of the Telegram language learning group were discussing content-based topics, seeking and sharing resources, recommending conversation opportunities, sharing learning strategies, and giving corrective feedback on each other’s language.  The findings of this research illustrated the potential of mobile messaging applications for creating opportunities for self-initiated and collaborative language learning.
Keywords
self-initiated language learning; mobile instant messaging; mobile learning; collaborative learning; Telegram
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