The Impacts of WhatsApp Messenger on Developing Writing Skill among Tertiary Level Students

Abstract

This article examines the impact of WhatsApp Messenger on the writing skills of tertiary-level students. Studies indicate that using WhatsApp for writing exercises and vocabulary practice positively influences students’ writing abilities. Specifically, the platform facilitates the development of basic English as a Foreign Language (EFL) writing skill through instant text messaging at the tertiary level. Through this, students can share the same platform to increase their accessibility, cooperative tendency and motivation. Students enjoy the opportunity to work in group, pairs, or individually giving evaluation to each other. WhatsApp Messenger is such an app that ignites interest among students to actively participate in writing tasks. It is not a boring media to them. This app helps learner to learn inside the classroom and also outside the classroom. Students can learn both privately and publicly. Further research explores the effectiveness of WhatsApp Messenger in higher education contexts to enhance their creativity in writing skill. This study shows that WhatsApp Messenger can be used as a significant technological tool for making students’ writing experience smooth. This media is also helpful to the instructors as it facilitates them in their task of assignment giving and collecting. Students have reported their experiences via surveys, highlighting the WhatsApp platform’s role in improving writing proficiency. Moreover, this research strongly recommends that, if the challenges can be faced positively Whatsapp Messenger may be used as a supportive and educational resource in the teaching and learning process of writing skill at all educational stages.

Contribution of the Study:

This research work will contribute to extend the mobile learning evidence base, focusing on writing skills, contextualizing it in tertiary education, possibly in specific cultural or linguistic settings, bridging informal technology use with formal academic writings, informing pedagogy, interventions, and instructional design and offering actionable implications for writing pedagogy.