Exploring the Effects of Blended Learning using WhatsApp on Language Learners’ Lexical Competence

Divya Jyot Kaur¹, Dr. Niraja Saraswat² & Dr. Irum Alvi³

¹Research Scholar, Department of Humanities & Social Sciences, Malaviya National Institute of Technology Jaipur, Jaipur, 302017, Rajasthan, India. ORCID ID: 0000-0002-6358-9364. E-mail: divyajyotdjk@gmail.com

²Assistant Prof., Department of Humanities and Social Sciences, Malaviya National Institute of Technology Jaipur, Jaipur, 302017, Rajasthan, India. ORCID ID: 0000-0001-6998-6144. E-mail: niraja.hum@mnit.ac.in

³Assistant Prof., Department of Humanities, English and Applied Sciences (HEAS), Rajasthan Technical University, Kota, 324022, Rajasthan, India. ORCID ID: 0000-0001-9509-6225. E-mail: irumalvi@gmail.com

Volume 13, Number 4, 2021 I Full-Text PDF

DOI: 10.21659/rupkatha.v13n4.60 

Abstract

In the wake of COVID-19, online learning has achieved new dimensions and affected all fields of education. As such, one of the emerging fields of ELT is Mobile-Assisted Language Learning (MALL). The proposed study adapts the Unified Theory of Acceptance and Use of Technology (UTAUT) to identify factors influencing students’ behavioral intention towards WhatsApp for enhancing lexical competence. Three constructs, namely, performance expectancy, social influence, & hedonic motivation, are adopted from the original model, and two new constructs: perceived relevance and collaborative learning are added. A questionnaire was administered to 203 undergraduate students from select Institutes in Rajasthan. Smart-PLS (ver. 3.2.9) and IBM SPSS (ver. 26) are used for data analysis. Empirical testing confirms the significant relationship of social influence (?=.274, p=.002), hedonic motivation (?=0.639, p=.000), and perceived relevance (?=0.138, p=.035) with the behavioral intention to use WhatsApp for enhancing lexical competence; and performance expectancy and collaborative learning are proved as insignificant predictors of behavioral intention. The findings should aid decision-makers in developing ELT practices and teachers in opting for innovative approaches for the benefit of language learners. The originality of the study stems from the inclusion of external factors in the UTAUT model. The ramifications for MALL theory and practice have been examined in light of these findings.

Keywords: WhatsApp, Lexical competence, UTAUT, MALL, ELT, COVID-19.