International Conference On Educational Research (InCER 2020)

15-16 December 2020 | eISBN 978-967-2405-24-5

SU-OLL-09

ENCOURAGING RELUCTANT READERS TO READ USING WHATSAPP

IN THE TIMES OF COVID-19

ZACHARY FAROUK CHAI 1

MOHD FAZRI BIN BASRI 2

Universiti Malaysia Sabah

1

Open University Malaysia

2

ABSTRACT

Generally, to face the challenges in the times of COVID-19, teachers have

to be innovative and creative in planning teaching and learning activities
to produce learners who can compete globally. In the times of COVID-19,
Malaysian teachers were required to conduct their teaching and learning
activities virtually. Hence, I found out the effectiveness of using WhatsApp
in encouraging primary school reluctant readers to read extensively and
intensively through a variety of creative and fun task. Data was collected
using a multimodal approach, including teacher’s reflective journals,
teaching artefacts and learners’ work and responses. The data was
analysed narratively to describe how I used WhatsApp in encouraging my
learners to read. Hence, it is suggested that English teachers should use
the digital application in teaching English language especially with the
aim to attract young learners’ attention in class and to increase their
motivation.

Keywords: Reluctant readers, reading, virtual teaching, WhatsApp

INTRODUCTION

Social media are widely used and have become a necessity among the community for
entertainment, social interaction and getting information. In the times of the novel coronavirus
disease 2019 (COVID-19), teachers use social media for the continuation of education. Young
learners are attracted to a variety of features and tools that they can get on social media.
Namaziandost and Nasri (2019) mentioned that social media like WhatsApp gives students a
space to practise their English skills effectively as it constructs a peaceful environment for them.
Social media encompass a wide array of technological features to enable users to create, share
contents and participate in discussion anywhere and anytime (Rafiq et al., 2020). Social media
are web-based and it is possible for users to efficiently transmit contents in the forms of pictures,
chat, videos and audios. Social media are built on a technological foundation and allow any
generated content by users from all around the world (Kaplan & Halein, 2010). Hence, social
media are beneficial to be used by teachers especially during the pandemic.

Reading has been an extremely important skill to be mastered by English language

learners due to its role as a source of knowledge and information. Systematic reading builds
one’s cognitive ability and improves communication skills. In other words, reading is important
to enabling someone to make meaning out of texts either printed and non-printed (Dadzie,
2008). Reading books as an interest however has become a less favourite pastime for children

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as it is not able to attract their interest as social media do. As asserted by Kirschner and Selinger
(2003), 21st Century learners are ‘light years ahead’ of their parents and teachers with respect
to the possible uses of information and communication technologies (ICT). By referring to this,
English language teachers have to be creative and innovative on how to use social media in
teaching English.

According to Ahmed and Pawar (2018), second language learners’ communicative

competence can be developed through authentic interaction and contextualised language.
However, due to the sudden outbreak of COVID-19 pandemic, Malaysian teachers have to shift
their face-to-face teaching activities to virtual teaching. This action research study is based on
the premise that using WhatsApp can be a useful tool to encourage ESL primary school reluctant
readers to read.

During the Movement Control Order (MCO), I had to shift my traditional classroom to
online teaching. When I conducted online teaching, I had faced difficulties on how to attract my
learners’ interests and attention to continue reading in the times of COVID-19. Besides, based
on my observation, I noted that my learners faced a lot of problems in learning English language
especially the reading skills module. Most of them thought that reading activities were boring and
sometimes made them felt stressed.

Based on the reflections above, the teacher-researcher decided to find out how to use
WhatsApp particularly on encouraging reluctant readers to read. WhatsApp seemed to be
exciting and beneficial in helping the learners to continue what they had learned inside the
classroom using their smartphones. Thus, the aim of this action research paper is to answer a
research question of the study: How to encourage reluctant readers to read in the times of
COVID-19 using WhatsApp?.

LITERATURE REVIEW

Reading Skills

Reading is one of the language skills that ESL learners are expected to master throughout their
schooling years. In the Standard Document for Curriculum and Assessment (DSKP), primary
school learners are taught reading skills and strategies so they can progress for a better
understanding of a variety of texts (MOE, 2015). Nuttal (2000) stated that reading involves an
interaction between the reader’s mind and writer’s mind based on a text read. In other words,
the readers will be able to get the message conveyed by the writer if the reading text is
considered meaningful. Guthrie et al., (2007) stated that reading is the process of making
meaning of printed and non-printed for the process of learning and one of the most critical skills
in everyday life. One is said to be a good reader once he or she forms reading as a culture. This
is because a habit is formed unconsciously when it has been done many times and it has become
normal in daily life.

Based on Brown (2001), there are a few principles for designing reading activities:
i. Using specific instruction in reading activities.
ii. Using techniques that are motivating the target learners.
iii. Balancing authenticity and readability.
iv. Encouraging reading strategies and techniques.
v. Building in evaluative aspect to these strategies and techniques.

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The principles above are relevant to the purpose of this study. The teacher-researcher
planned reading activities to suit his research context on the basis of these principles.

Reluctant Readers

Bennett (2016) defined reluctant readers as those who do not read well and have minimum
interest in reading. It is important for teachers to identify the reasons why their students do not
read well. If this reluctantly is due to a disability, there may be strategies that can be taken to
minimise this problem such as giving extra encouragement by conducting engaging reading
activities with the right techniques and strategies.

Boltz (2013) conducted a study to investigate how boys were more reluctant to read as
being compared to girls. He studied that girls were more interested in reading subjects instead
of boys as many reading materials that were appeal to boys had been banned by various
organisations. In this study, it is suggested that teachers have to provide adequate time for
students to read in class as well as to give opportunities to them to decide on their reading
materials. This study is supported by Senn (2012) on reaching reluctant readers to read in
English language lessons by giving maximum chances to them to select reading materials based
on individuals’ preferences and interests.

A study by Gabriel et al. (2012) indicated reluctant readers do enjoy reading texts that
they like such as magazines and comics. Hence, it is important for teachers to consider what
types of texts to be given to their learners with the aim to assist reluctant readers by identifying
their reading interests individually.

Above studies are related to this action research study since they have focused on the
issue of reluctant readers and ways to develop reading skills among them.

Related Studies

Martine Napratilora et al., (2020) conducted a study on how teachers used WhatsApp to teach
reading comprehension during the COVID-19 pandemic. In this study, there are four steps on
how to make use of WhatsApp application as a learning video; i) rules making, ii) group
creating, iii) applying reading activities, and iv) designing reading activities. By following these
four steps, it was found out that teachers were able to vary the use of WhatsApp application to
increase students’ interests and comprehension to read. Next, this study also proved that
students felt happy to share information, tasks, pictures, videos and homework in a virtual
learning environment.

Another research was carried out by Ahmed (2019) to examine the pedagogical role of
WhatsApp as a writing and reading learning application. There were 20 EFL students
participated in this study. The participants were given articles, questions, news and debates
about certain topics through WhatsApp. It was found out that WhatsApp was very effective as
a pedagogical tool in motivating the students to read and write as the participants could discuss
with their peers and got the access to learning resources easily. Jafari and Chalak (2016), also
asserted the effectiveness of using WhatsApp application in giving vocabulary and writing
supports in teaching young learners.

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One study was conducted by Annamalai (2019) to examine the effectiveness of using
WhatsApp group for extending learning in the Malaysian context. In this study, the participants
reflected their experiences consisting of strengths and challenges in using WhatsApp group chat
in a blended teaching environment. The findings of this study revealed that a majority of the
research participants preferred to use WhatsApp chat group in spite of the problems they faced
throughout their course. Based on Amiri (2012), the development of technological language
teaching and learning activities continue to be an exciting and growing field.

Above studies show the effectiveness of using WhatsApp application in various

contexts depending on the objectives of teaching and learning courses.

METHODOLOGY

Research Design

This study employed an action research design. Action research can be defined as systematic
procedures with the aim to gather information to improve a particular educational setting,
teaching and learning (Mills, 2011). Educators use action research study to improve their current
teaching practices by examining the problems they faced and finding solutions to these
problems. Based on Whitehead (2018), the idea of action research aims to improve teachers’
practices by generating new knowledge in their profession.

In conducting this action research study, the teacher-researcher decided to adapt Kurt
Lewin’s model (1946) of action research. In this model, action research involves the
understanding an action-reflection cycle. This model of action research consists of four
systematic steps in the research steps in a research cycle known as ‘action-reflection’; planning
--> acting --> observing --> reflecting.

The research participants of this study were the Year 6 Malaysia primary school
learners who learned English language as a second language. They had a low level of
proficiency in English language. They were categorised based on their March examination
results in which their marks were below the passing marks (40%). They were from the same
class and basically the class enrolment was 24 but only 10 participants eligible for this study.
This study started in October 2020 until November 2020. This was when schools in Sabah,
Malaysia were closed for the second time due to the COVID-19 crisis.

After completing all activities using WhatsApp Application to encourage the selected
research participants to read, the teacher-researcher analysed the information from teacher’s
reflective journals, teaching artefacts and learners’ work and responses.

DISCUSSIONS

How to encourage reluctant readers to read in the times of COVID-19 using WhatsApp?

In the planning stage, I decided to use WhatsApp application as a medium to teach reading skills
to a group of reluctant readers that have identified based on a preliminary investigation. At first,
I listed out the remaining learning standards that need to be covered during distance learning to
help me to plan on the suitable reading activities for my learners. There were several important
learning standards left in the aligned curriculum. The aligned curriculum was introduced by the

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Ministry of Education to bridge the learning accessibility gap which has been caused by
COVID-19 pandemic (MOE, 2020). The next part will discuss the process of my intervention
with the purpose to encourage reluctant readers to read using WhatsApp.

In the acting and observing stage, I started off with creating a WhatsApp group for my
learners. The group was named as ‘R.A.H: Read at Home’. Then, I invited the learners to the
group. At the first online meeting, I informed my learners some ground rules that they need to
follow in joining this WhatsApp group and how I would assess them from time to time. At this
particular stage, it was crucial to give clear and brief instruction to my learners to avoid
confusion. Next, I guided my learners on how to use the WhatsApp features in the reading
project.

I gave my learners different tasks to encourage them to read. In this particular stage,
clear instructions were given for my learners to comprehend the tasks well. The reading
activities that had been conducted on WhatsApp are listed in the table below:

Table 1: Reading Activities Conducted via WhatsApp Application for Reluctant Readers
Activities Descriptions Tools/Features Used
Tongue Twister Learners practise pronouncing a sequence of words quickly. a. Voice
message
Extensive Reading Learners read texts for enjoyment and to develop specific a. Document
reading skills. sharing

Transfer information Learners read texts to find specific details/information by a. Picture

into mind-map transferring the details/ information into a mind-map. sharing
b. Document
sharing
Analyse book cover Learners analyse aspects of book cover such as colours, a. Picture
symbols and artistic style. sharing
b. Video
sharing
True and False Learners answer True and False Statements based on their a. Picture
Statements reading. sharing
b. Document
sharing
Reading Aloud Learners listen to a teacher’s reading to produce a fluent and a. Voice
enjoyable delivery. message
b. Video

Based on Table 1, the reading activities were given in different forms and formats. I
have learned a few crucial matters when I carried out reading activities to reluctant readers such
as readings texts must not be too long for my learners to comprehend and I have to give authentic
materials as much as possible. When I conducted reading activities via WhatsApp, I used
various authentic materials such as newspaper and magazine. This finding is supported by
Wajiha Fatima (2016) who stated that choosing authentic material is motivating for ESL
learners as authentic materials provide the feelings of real language and bring learners closer to
the target language.

Next, in conducting reading activities via WhatsApp application, my learners had the
opportunities to access the materials and tasks anytime and anywhere. Unlike traditional
classroom where my learners were viewed as the receivers of knowledge, but using WhatsApp,
they had more control over their learning. Furthermore, I could simply monitor my learners’

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engagement by giving a check-list in the WhatsApp group itself. The learners who had
completed any tasks were required to update the check-list.

In improving my learners’ reading skills, it was imperative for me to provide exercises

for enhancing their vocabulary and reading strategies. By examining my learners’ work and
participation in the reading activities, they seemed to be more motivated in learning new
vocabulary by using dictionary freely. This is in accordance with the study done by Ta’amned
(2017) who found out that students learned vocabulary in reading activities efficiently when
WhatsApp and traditional learning were combined.

In using WhatsApp as a means of a teaching platform during the COVID-19 pandemic,

I also learned that feedbacks could be delivered creatively to give responses to the learners’
answers and work. After my learners submitted their responses and answers based on the tasks
assigned, I gave comments and feedbacks individually to them. This was done by sending them
messages containing constructive feedbacks personally. Then, I selected a few major mistakes
that had been done by them to be highlighted in the WhatsApp group. Individual feedback was
important in encouraging my learners to read as it helped them to assess their progress and
finally to identify potential areas in reading skills that need to be improved. Timely and frequent
feedback from the course instructor contributes to student learning (Theile, 2003). I observed
that reluctant readers would improve if they knew their results so they can revise them to be
better in the next task.

In the reflection stage, the use of WhatsApp has successfully encouraged my learners
to read as they experienced a new environment in making meaning out of reading texts. From
my learners’ written work, they were interested in all reading tasks given by me in the
WhatsApp group as there were different ways to enhance reading habits from using this social
media platform. The tasks assigned were more relax and did not completely relate to the topics
they learned in the curriculum. Therefore, teaching reading using WhatsApp gave learners
freedom and opportunities to complete the tasks anywhere and anytime as long they followed
the instructions provided by the teacher-researcher. Chai and Swanto (2020) asserted that
appropriate learning methods and approaches need to cater to students’ freedom in language
teaching.

Besides, teaching reading skills using WhatsApp increased learners’ collaboration even
teaching was conducted online. Without taking a lot of time, my learners were able to
collaborate with their friends by asking questions or clarifications. Next, teaching reading using
WhatsApp provided the learners with a platform to communicate easily with their friends on
the learning materials. My learners seemed familiar on how to share information and respond
through WhatsApp such as sending videos and pictures, taking screenshots and recording voice
notes. Chatting and learning made English lessons more fun and meaningful. This is asserted
by Kaplan and Haenlin (2010) who stated that online collaboration has the potential to improve
the quality of students’ learning as it promotes learning autonomy.

I have learned that when we use an online platform, it is vital to keep the tasks and
activities run smoothly and organised according to lesson planning. When I used WhatsApp to
teaching reading skills, I experienced that scrolling for my learners’ work could be annoying,
but having to find past assignment was the worst. Hence, I had always to update my learners’
submission as well as asking them to write their names when they submitted their work. I could
search for the document that I wanted by using the search menu.

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WhatsApp can be used as a learning tool to provide learners with ample opportunities
for learning English language using real communication and applying the skills freely. Learning
from each other and WhatsApp gives my learners the space to practise English as a means of
communication. When I compared my learners’ learning development between WhatsApp
group and traditional classroom learning, my learners emphasized that chats and tasks given via
WhatsApp were more effective in developing reading skills. As a learning tool provides students
with great opportunities for learning
a foreign language through using it in real communication and practicing it freely.

CONCLUSION

In conclusion, this study has extremely helped the teacher-researcher to improve his current
practice in teaching reading skills to Year 6 ESL primary school readers specifically reluctant
readers. Reading skills are important to help primary school learners to gain important
information and knowledge from the process of reading. From the findings and discussion of
this action research study, it is evident that WhatsApp is effective in encouraging learners to
engage with reading lessons as they are able to meaning experiences with all the reading
activities planned by the teacher. WhatsApp is very easy to access and most of ESL learners are
familiar with WhatsApp. Social media helps to achieve the purpose of learning a language as it
provides space for interactions and free learning. This study can be replicated for future
researchers to examine the pedagogical role of WhatsApp and other social media applications
in developing the other language skills namely listening, speaking and writing.

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