Leveraging WhatsApp to Improve English Language Skills in Nigerian Secondary Education
Abstract
This study investigated the effectiveness of WhatsApp as a digital platform for improving English language skills among secondary school students in Nigeria. It was undertaken to address the research gap on how mobile messaging applications influence language learning in resource-constrained contexts. The specific objectives of the study were to assess the impact of WhatsApp on students’ reading comprehension, writing, and speaking skills; to evaluate the level of engagement fostered by the platform; and to determine its influence on academic performance. Guided by the constructivist learning theory, a quasi-experimental design was employed involving 600 students from diverse socio-economic backgrounds. Participants were divided into an experimental group using WhatsApp for English learning and a control group without access to the platform. Data were collected through pre- and post-tests, surveys, and academic records, and analysed using t-tests and ANOVA. The study found that students who engaged with WhatsApp recorded significant improvement in language proficiency, demonstrated higher levels of participation and motivation, and achieved better grades compared to those in the control group. The study concluded that WhatsApp is not only a communication tool but also a valuable educational resource capable of enhancing English language learning. The study contributed to existing knowledge by providing empirical evidence of the pedagogical value of mobile messaging platforms in secondary education and recommended their structured integration into classroom instruction.
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DOI: http://dx.doi.org/10.3968/13871
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