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Thirty second-year English department students from a Saudi private university participated, with 15 students in an experimental WhatsApp group and 15 in a control group taught via a prescribed book. Pre-post testing included punctuation, paragraph correction, and essay writing, focusing on punctuation marks, sentence structure, and idea generation. Results from the t-test show a significant improvement for the WhatsApp group compared with the control group.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effectiveness-of-using-whatsapp-messenger-as-one-of-mobile-learning-techniques-to-develop-students-writing-skills/346809/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effectiveness-of-using-whatsapp-messenger-as-one-of-mobile-learning-techniques-to-develop-students-writing-skills/346809.png","ImageObject",300,407,{"name":92,"@type":93},"\tWilliam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-09-23","2026-09-22",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about WhatsApp and writing skills?","Question",{"text":112,"@type":113},"It examines the effectiveness of using WhatsApp Messenger as a mobile learning technique to develop students’ writing skills, including punctuation, sentence structure, and idea generation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the participants divided in the experiment?",{"text":117,"@type":113},"Thirty second-year college students were split into an experimental group of 15 using WhatsApp and a control group of 15 taught through a prescribed book.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main components of the pre-post tests?",{"text":121,"@type":113},"The pre-post test comprised three tasks: punctuating a paragraph, correcting a paragraph, and writing an essay.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},346809,1790167689,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},5909887254083,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students' Writing Skills  \nSaid Fathy El Said Abdul Fattah  \nSchool of Administrative and Human Science, Qassim Private Colleges  \nPO box 156, Buraidah, 51411, Saudi Arabia  \nAbstract:  \nThe present study was an attempt to determine the effectiveness of using a WhatsApp Messenger as one of mobile learning technique to develop students' writing skills. Participants were 30 second year college students, English department from a private university in Saudi Arabia. The experimental group (N 15) used WhatsApp technology to develop their writing skills; whereas the control group (N15) was taught their writing skills through prescribed book. The pre-post test comprised three questions, punctuate a paragraph, correct a paragraph and write an essay. This research is limited to punctuation marks, sentences structures and generating ideas. Results of the t. test analysis revealed that WhatsApp technique yielded significant effects on students' writing skills, i.e. the experimental group outperformed the control group.  \nKey words: mobile learning, WhatsApp and writing skills  \nIntroduction  \nRapid change and incredible development in the information and telecommunications technologies has affected all fields of life. Learning environments has tried to make use of all these technologies. As a result of this change, most of learning institutions try to adapt their systems to involve these technologies in their programs. English language learning is one of the leading sciences that appeared this change. That is due to the universality of English language. One of the potential technologies deemed suitable to play a fruitful role in this regard are mobile ones. Portability and accessibility of mobile devices in this digital era have attracted many scholars to apply them in the educational settings. Furthermore, several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004) . Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere and anytime, for example, at work, in the bus or at weekends (Evans, 2008) .  \nTechnologies in language learning  \nTechnology has a positive effect on both of the teacher and the learner. Lam and  \nLawrence (2002) claim that technology provides learners with regulation of their own learning process and easy access to information the teacher may not be able to provide. The wireless portable devices such as IPods, MP3 players, smart phones (like Blackberry, iPhone), and Personal Digital Assistants (PDAs) could provide opportunities to respond to the need of this generation. Evans (2008) believes that a distinguishable feature of mobile learning or M-learning is the potential to study when travelling on transport.  \nEnglish language Teaching History  \nLanguage teaching has witnessed four main stages. They are the following:  \na. Face to face instruction.  \nThis is the beginning of teaching that continued till now. It depends on the existence of the producer (tutor or instructor), the receiver (the learner) in one place.  \nb. Distance learning  \nHistorically, distance education has not been isolated from the use of technology to support learners and learning. Nipper (1989) classified three different generations of technology use over distance education in the twentieth century. According to him, the initial emphasis was solely on the print-based model of teaching. Later in the mid-century, multimedia teaching was integrated with the use of print with broadcast media, cassettes, and micro-computers. Finally, in the third generation towards the end of the twentieth century, new interactive communication technologies with previous methods are widespread (Tayebinik, 2012) . Nowadays, distance education offers a variety of digital technologies, including websites and digital libraries ","cbCaiaP1IhTkKvb8","https://ap.wps.com/l/cbCaiaP1IhTkKvb8","pdf",312404,13,"English","# Introduction\n# Technologies in language learning\n# English language Teaching History\n## Face to face instruction\n## Distance learning\n## Blended learning\n## Mobile learning","[{\"question\":\"What does the study investigate about WhatsApp and writing skills?\",\"answer\":\"It examines the effectiveness of using WhatsApp Messenger as a mobile learning technique to develop students’ writing skills, including punctuation, sentence structure, and idea generation.\"},{\"question\":\"How were the participants divided in the experiment?\",\"answer\":\"Thirty second-year college students were split into an experimental group of 15 using WhatsApp and a control group of 15 taught through a prescribed book.\"},{\"question\":\"What were the main components of the pre-post tests?\",\"answer\":\"The pre-post test comprised three tasks: punctuating a paragraph, correcting a paragraph, and writing an essay.\"}]","The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students' Writing Skills | PDF",1790062955,33]