Abstract:

The present experimental study was set to investigate the effectiveness of mobile technologies (WhatsApp) in improving the critique writing skills of English as a Foreign Language (EFL) learners and increasing their motivation for learning. The same Sophomore Rhetoric course was given to the control and experimental groups. The first hypothesis guiding the present study is that there is a statistically significant difference between the control group and the experimental group at the 0.05 alpha level regarding the critique writing test scores of students. The second hypothesis is that there is a statistically significant difference between the control group and the experimental group at the 0.05 alpha level regarding the attitudes of students towards learning. The participants (n=50) are enrolled in Sophomore Rhetoric classes at two English-medium universities. The study employed the factorial mixed methods pretest-posttest control group experimental design. The experimental conditions included the integration of the WhatsApp application into the experimental group class whereas participants in the control group were given the regular Sophomore Rhetoric instruction with no WhatsApp mediation. The findings of the study underscored the effectiveness of the treatment. The integration of WhatsApp into classroom practices helped teachers improve students’ critique writing skills.

Keywords:

m-learning, ICT, WhatsApp mediation, Collaboration, Active Learning theory.