English language teachers’ views of WhatsApp affordances for language learning
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Classroom interactions, English teachers, Learning and teaching English, Saudi Arabia, Speaking and writing, WhatsApp.

How to Cite

Al-Smadi, O. A. ., Rashid, R. A. ., Saad, H. ., & Zrekat, Y. H. (2023). English language teachers’ views of WhatsApp affordances for language learning. International Journal of English Language and Literature Studies, 12(3), 226–237. https://doi.org/10.55493/5019.v12i3.4858


This study addresses the pressing need for a deeper understanding of the potential role of WhatsApp in the teaching and learning of English in the context of a foreign language at university level. Specifically, this study explores English language teachers' views on how WhatsApp can be integrated into the teaching and learning process to support the development of language skills and performance. To achieve this, data was collected through semi-structured interviews from 30 English language teachers during the second semester of the academic year 2021/2022 at a university in Saudi Arabia and it was analyzed using a thematic approach. The findings revealed that all the teachers in this study have an avid view of their experience with WhatsApp: it facilitates and supports the development of speaking and writing skills; it promotes informal learning and interaction, encourages the exchange of information, and offers emotional, informational and appraisal support to students. By understanding the potential of WhatsApp for language learning, this study hopes to contribute valuable insights to practitioners, aiding them in developing effective teaching strategies that can leverage the affordances of this digital platform. By harnessing WhatsApp's capabilities, teachers can enhance language learning outcomes and create an environment conducive to student engagement and success.

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