Slides used during the paper presentation at 12th AsiaTEFL 2014 at Borneo Convention Centre, Kuching. It focuses on the use of WhatsApp in increasing students' exposure to the words. More details at www.chuahkeeman.com

1. Word’s Up with WhatsApp
The Use of Instant Messaging in Consciousness- raising of Academic Vocabulary
By Chuah Kee Man
Centre for Language Studies, Universiti Malaysia Sarawak
chuahkeeman@gmail.com

2. Vocabulary Development
Direct relationship with reading comprehension. (Alexander & Jetton, 2000)
Vocabulary development depends on the exposure to specific sets of words.
Learning academic vocabulary is often regarded as difficult by ESL/EFL learners due to its lower frequency of use.

3. Should we teach vocabulary?
How should we teach it?

4. Vocabulary Teaching
Whether vocabulary should be taught explicitly at the expense of communicative competence remains a heated debate(Nation, 2001; Schmitt, 2008).
Vocabulary teaching is said to be time consuming and grammar should be given more focus (Pulido, 2004).

5. Consciousness-Raising
an attempt to isolate a specific language feature for focused attention (Elis, 1990).
The learners are provided with data that illustrate the targeted feature and they may also be supplied with a description of the feature.
The learners are expected to utilise intellectual effort to understand the targeted feature.

6. The Study
To “raise the consciousness” on academic words, instant messaging applications (mobile) are seen a potential tool.
WhatsAppwas chosen in this study due to its popularity and ease of use.

8. The Study
A group chat was created for 35 students (from different academic programmes) –The students were from MUET Band 1 to Band 3.
A pre-test (of 40 academic words) was given for the implementation of the consciousness-raising steps.
For 10 weeks an academic word (selected from the Academic Words List) was shared on the group everyday and learners were encouraged to discuss its use with the instructor’s participation.
Then, the post-test was administered.

9. The Study
Some of the words
accumulate
acquire
anticipate
circumstance
commence
conceive
forthcoming
initiate
intervene
penultimate
regulate
significant
Academic Word List (Coxhead, 2000)

10. Consciousness-raising Steps
How the words are presented to the students in WhatsAppeveryday:
Provide the general meaning of the words. Students are told to explain based on their understanding.
Support with media files (image/audio) and some emoticons or emoji.
Provide examples of the word usage.

11. Example Transcript
Teacher:
Ok, today’s word is “intervene”, which somehow means “to get involved”. Anyone want to try using this word?
Student A:
(emoji) Hmmm…..how to do pronounce that?
Student J:
(upload/shared her recorded pronunciation)
Student P:
Ahh…you sound weird J, hahaha…(emoji)
Teacher:
Don’t laugh at J, at least she tried. So, can someone buy a sentence using the word?

12. Example Transcript
Teacher:
For today, let’s look at the word “contract”, what does it mean?
Student J:
Agreement kah, sir?
Teacher:
Ok, that’s good. What about “contract” as a verb?
Student C:
Agreement right? Like when we buy something…
Student I:
(Emoji)thatsall I know too…a promise make

13. Example Transcript
Teacher:
Look at this picture (a picture of a bottle filled with beans). How does it relate to the word “estimation”
Student K:
Errr… (emoji) (emoji) (emoji)….I hvno idea sir.
Student A:
Is it because we don’t know how many beans inside the bottle?
Student M:
Ya, A. You r right. Estimation = more or less, right sir?
Teacher:
So, who would be able to use it in a sentence? Let’s try.

14. The Findings
0
10
20
30
40
50
60
70
80
Pre-test
Post-test

15. The Findings
Students performed better in the post-test which consists of similar words in pre-test but were re-ordered randomly.
They seemed to be able to get the words better in context during post-test
Limitations: There could be some interferences during the 10 weeks. They might have learned the word through other sources. But raising their consciousness via WhatsAppwas useful.

16. The Findings
Of 35, students, all of them showed improvement in the scores. However, 6 of them showed only an increase of 1 mark as compared to pre-test. These were those who participated the least in the WhatsAppgroup.
Scores in Post-test
No of Students
+5and above
17
+2 to +5
12
+1
6
0
0

17. The Findings
The interviews on 15 students indicated the following emerging themes:
Authentic context-awareness (explanation of words based on the context of their programme/study)
Generate interest on words (more motivated to learn)
Seamless collaboration (easily help each other)
Ubiquitous learning (mobile –anytime and anywhere)

18. Summary
1.Openness –lead to lack of participation (privacy concerns).
2.Overwhelming to both teacher and learners
3.Lack of control –might learn the word wrongly.
4.Off-topic conversations
1.A good tool for consciousness-raising.
2.Support multiple media
3.Easy to use
4.Text-based (good corpus of language use)
Drawbacks
Potentials

19. Recommendations
Using WhatsAppfor Vocabulary Teaching
Limit the group size to maximum of 20 students
Acknowledge their names whenever you respond to their posts.
Provide media support (e.g. picture) to help “weaker” students.
Make use of the audio upload feature to teach pronunciation of a word.
Set clear rules but don’t be too “strict”. Be firm but friendly.

20. Thank you.
chuahkeeman@gmail.com
www.chuahkeeman.com