On the efficacy of instant messaging apps: esl students’ learning experience in hybrid classrooms

In hybrid learning, both in-person and remote learners receive the same learning experience simultaneously. Thus, it is the utmost importance for instructors to maintain the balance of learning experience received between these two groups of learners during the session. Studies have shown that mobile applications such as instant messaging apps in smartphones have been utilised by instructors to carry out their hybrid learning requirements. However, not many studies have been carried out on the efficacy of instant messaging apps in Malaysian learning environment. Thus, this study intends to fill the gap by examining students’ thoughts and experiences on the application of instant messaging apps and its efficacy in ESL hybrid learning sessions. 82 undergraduate students from a public university in Malaysia took part in the study. The data were obtained from a survey questionnaire that gauged the students’ perceptions on the impacts of the apps on their learning and the effectiveness of the features offered by the apps in mediating the classroom needs. The findings indicate that students perceived the use of instant messaging apps as positive as it could support communication, collaboration, engagement with course materials, and class discussion. The findings have significant pedagogical implication in terms of incorporating technology and providing support for effective hybrid learning.