Exploring the Value of Multimedia Messaging Service for Learning English Reading: Using LINE as an Example

Abstract

The development of mobile technology is rapidly changing the environment and the way of learning in school. In addition to facilitating communication, mobile devices (e.g., smart phones and tablets) have made ubiquitous E-learning more accessible and mobile learning more popular. Multimedia messaging service (MMS), such as WhatsApp and LINE, can deliver richer information, including images, audio and video files, to enhance the interest of English learners. However, whether MMS can help students learn English is of interest. The purpose of this study is to investigate the value of MMS, LINE in particular, in helping EFL students learn English, based on the concept of Dual Code Theory (Paivio, 1986). The participants are 40 college students enrolled in Freshman English Reading course. Data collection consists of preand post-test, MMS messages, questionnaire, student writing, and interviews. It is noted that this study is currently ongoing. Based on the comparison of students’ pre- and post test, the preliminary findings indicate that the LINE-based learning activities helped students familiarize with English vocabulary and improve English reading comprehension. In addition, students who were more engaged in the LINE-based activities tended to have better improvement than those who were less active. While most students made improvement and had positive perceptions of the designed activities, some did not seem to benefit from the instructional design. More detailed description will be addressed upon the completion of the study.