Enhancing EFL Learners’ Verbal Communication Engagement Through WhatsApp Chat Group’s Voice Messages Using Referential and Display Questions
DOI:
https://doi.org/10.17507/jltr.1306.24Keywords:
verbal interaction, referential, display, chat group, voice messagesAbstract
Despite significant attempts to raise verbal communicative skills in the Arab world, the verbal production of English-language EFL learners still falls short of expectations. By employing display and referential questions to start a conversation in WhatsApp chat groups, this study aims to expand verbal communication outside of academic settings. The participants in two WhatsApp chat groups (Groups "A" and "B") using voice messages were exposed to the same learning material as part of an integrated activity for the traditional classroom. On the basis of the various question types used by each group, the performance of the two groups was then statistically assessed. Comparing the verbal responses of group (A) using display questions to group (B) using referential questions, the data revealed a considerable improvement. It is clear that EFL beginners interact more naturally with question types about which they already have information or experience. In contrast to asking referential questions, the display question format verbally encouraged EFL beginners to participate. Because the traditional EFL classroom is no longer appropriate for providing enough opportunities for EFL learners' verbal interaction, using display questions on WhatsApp chat groups through voice messages can be advised as an effective technique to improve EFL beginners' verbal interactions outside of classroom contexts.
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