





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 7, No. 1, 2026 

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13 
 

Original Paper 

The Impacts of WhatsApp Messenger on Developing Writing 

Skill among Tertiary Level Students 

Farhiba Ferdous, Assistant Professor1  

1 Department of English Language and Literature, International Islamic University Chittagong, 

Bangladesh 

 

Received: November 8, 2025 Accepted: November 22, 2025  Online Published: December 10, 2025 

doi:10.22158/elsr.v7n1p13    URL: http://dx.doi.org/10.22158/elsr.v7n1p13 

 

Abstract 

This article examines the impact of WhatsApp Messenger on the writing skills of tertiary-level students. 

Studies indicate that using WhatsApp for writing exercises and vocabulary practice positively influences 

students’ writing abilities. Specifically, the platform facilitates the development of basic English as a 

Foreign Language (EFL) writing skill through instant text messaging at the tertiary level. Through this, 

students can share the same platform to increase their accessibility, cooperative tendency and motivation. 

Students enjoy the opportunity to work in group, pairs, or individually giving evaluation to each other. 

WhatsApp Messenger is such an app that ignites interest among students to actively participate in writing 

tasks. It is not a boring media to them. This app helps learner to learn inside the classroom and also 

outside the classroom. Students can learn both privately and publicly. Further research explores the 

effectiveness of WhatsApp Messenger in higher education contexts to enhance their creativity in writing 

skill. This study shows that WhatsApp Messenger can be used as a significant technological tool for 

making students’ writing experience smooth. This media is also helpful to the instructors as it facilitates 

them in their task of assignment giving and collecting. Students have reported their experiences via 

surveys, highlighting the WhatsApp platform’s role in improving writing proficiency. Moreover, this 

research strongly recommends that, if the challenges can be faced positively Whatsapp Messenger may 

be used as a supportive and educational resource in the teaching and learning process of writing skill at 

all educational stages. 

Contribution of the Study: 

This research work will contribute to extend the mobile learning evidence base, focusing on writing skills, 

contextualizing it in tertiary education, possibly in specific cultural or linguistic settings, bridging 

informal technology use with formal academic writings, informing pedagogy, interventions, and 

instructional design and offering actionable implications for writing pedagogy. 



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Keywords 

academic writing, digital literacy, mobile-assisted language learning, tertiary students, WhatsApp 

Messenger 

 

1. Introduction 

Various social media sites like Facebook, Twitter, Instagram, and WhatsApp Messenger have become 

very popular and heavily utilized by the young generations now and they are very often controlled by 

these technologies. However, this social media use has many limitations for younger generations when 

it comes to language learning especially English. They frequently employ a fashionable new language 

style to interact with others on social media, which influence them to follow. Depending on how 

frequently technology is used by people, particularly smartphones, they are developing and learning a 

new language for interaction through messaging. As Thurlow and Brown (2003) observe, “computer-

mediated communication has generated new linguistic practices that challenge traditional norms of 

spelling, punctuation, and grammar” (p. 50). 

In the digital age, technology is employed significantly to promote higher education especially writing 

skill. A new online language is being developed as a result of technological advancement and the internet. 

People, particularly younger generations, have included new types of writing style created by this online 

language for communication. The language, usually referred to as internet slang, is a variety of slang that 

is imported by various users of the internet (Crystal, 2006). 

WhatsApp is a technological based, particularly, smartphone messaging programme with a user interface 

that is reminiscent of BlackBerry Messenger. As WhatsApp Messenger uses the same internet data plan 

which is used by email, web surfing, and other activities, users may communicate with one another 

without having to pay for SMS. As Church and de Oliveira (2013) note, “WhatsApp Messenger is a 

cross-platform mobile messaging app which allows users to exchange messages without having to pay 

for SMS” (p. 354). This app employs 3G or Wi-Fi connections for data communication that enables users 

to communicate online, share data, swap images, and more (Bouhnik & Deshen, 2014). 

Since WhatsApp has become a common and essential means of social connection, students are more 

exposed to it and are more likely to be affected by it. In addition, WhatsApp has been very helpful in 

various ways for a variety of objectives. For instance, YouTube and WhatsApp are used for online video 

streaming and novel sharing, respectively. WhatsApp is also used as an important learning tool in 

educational settings for blended learning, online note-sharing, and educational video sharing (Yeboah & 

Ewur, 2014). Facebook, WhatsApp, and YouTube are the three most popular social media platforms that 

tertiary level students typically utilize for relationship development, direct contact, and social 

involvement (Al-Said, 2015). 

Formality, sentence or paragraph structure, spelling, and grammar are the key problems of frequent use 

of WhatsApp, has been found by the majority of research. As students are writing their papers very 

casually adopting WhatsApp, formality is becoming a problem. According to Perkins (2015), “students 



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tend to use incomplete sentences, informal abbreviations, and nonstandard punctuation in academic 

writing influenced by social media discourse” (p. 22). This also relates to grammar issues, as students 

frequently utilize abbreviations and internet slang to keep their writing brief, which has an impact on 

their official writing (Andujar, 2016). For academic and professional writing, this mindset and style of 

writing are inappropriate. 

Therefore, the aim of this study is to investigate the types of academic writing mistakes that students 

make repeatedly and that happens for being influenced by the use of social media for communication. 

However, improper use of WhatsApp can have a detrimental impact on students’ writing. The results 

indicate that some respondents do not think social networking sites may help them to write better or to 

improve their grammar, vocabulary, spelling, or other linguistic qualities (Ahmed, 2019). Due to the ease 

with which social media is accessible and the abundance of materials, some students may even plagiarize 

the works of others (Odewale & Olajide, 2016). In addition, they concur that, they are pushed by social 

media to write in a different code. When communicating on social media, the majority of respondents 

feel more at ease using informal and vogue English, and they only employ formality when they want to 

enhance their writing skill (Yeboah & Ewur, 2014). 

1.1 Research Objectives 

The research goals are to evaluate whether WhatsApp improves writing skills, identifies particular skills 

(such grammar or vocabulary), analyses the negative consequences, and examines how WhatsApp affects 

students’ motivation and collaborative writing.  

➢ To assess the influence of WhatsApp on tertiary students’ writing skill. This target tries to link 

frequent WhatsApp use to written communication improvements.  

➢ To examine WhatsApp’s impact on writing abilities, including grammar, vocabulary, 

punctuation, and sentence structure.  

➢ To explore the benefits of WhatsApp for writing practice, including as collaborative learning, 

engagement, and constant practice outside of the classroom.  

➢ To examine possible negative effects of WhatsApp on students’ writing skills, including casual 

language, plagiarism, and lack of organised feedback. 

➢ To explore the relationship between WhatsApp use and students’ motivation and confidence in 

their writing abilities.  

➢ To compare the writing performance of students who use WhatsApp with those who do 

not, using a control group or pre- and post-test design.  

1.2 Research Questions 

The research questions of this research are as follows: 

➢ What impact does utilising WhatsApp Messenger for casual and group writing exercises have 

on tertiary level students’ formal academic writing abilities as well as their spelling, grammar, 

and punctuation accuracy?  



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➢ What impact does using WhatsApp Messenger have on tertiary level students’ desire to write 

more? 

➢ What are the most common types of writing errors tertiary students make when using WhatsApp 

for academic purposes due to the platform’s informal nature? 

➢ How do tertiary students perceive the impact of WhatsApp Messenger on their development of 

both formal and informal writing skill?  

 

2. Literature Review 

2.1 MALL Conceptual Foundation 

Smartphones and instant-messaging applications have been framed under Mobile-Assisted Language 

Learning (MALL), which emphasises their ability to enable contact, collaboration, and contextual 

practice outside the classroom. Kukulska-Hulme and Shield (2008) highlight that “mobile devices are 

particularly suited to supporting social contacts and collaborative learning” and that learner-driven 

methods are replacing teacher-led ones (pp. 271–289). This viewpoint supports research that uses 

WhatsApp as an educational affordance to bring rehearsal, feedback, and peer scaffolding into students’ 

daily life.  

2.2 WhatsApp as a Learning Space: Benefits and Applications 

Early qualitative research on teachers’ and students’ WhatsApp use has shown numerous common 

purposes. According to Bouhnik and Deshen’s (2014) interview research, classrooms are used for 

“communicating with students; nurturing the social atmosphere; creating dialogue and encouraging 

sharing among students; and as a learning platform” (p. 217). Technical advantages (cheap cost, 

immediacy) and pedagogical advantages (extended access to materials, continuation of learning beyond 

class) are highlighted, along with practical obstacles including message overload and expectations of 

24/7 instructor availability. These data suggest WhatsApp is a hybrid social–pedagogical venue for casual 

and collaborative writing practice. 

2.3 Empirical Evidence on Writing Development: Accuracy, Fluency, Complexity 

A growing body of quasi-experimental and longitudinal studies examines whether regular WhatsApp/ 

MIM use produces measurable gains in written performance. Andújar’s longitudinal quasi-experimental 

study (2016) with Spanish university learners (daily WhatsApp interaction over six months) has reported 

that measures of accuracy improved: “the ratios of lexical, grammatical and mechanical errors … 

indicated significant differences between the control and experimental group in terms of accuracy” 

(Andújar, 2016, p. 63). However, Andújar has also found that syntactic-complexity measures and lexical 

diversity do not consistently change, suggesting that increased written practice on WhatsApp may 

primarily support accuracy and error reduction rather than immediate gains in syntactic sophistication.  

Complementary studies report similar patterns. Plana et al. (2013) have found that instant-short-message 

tasks using WhatsApp increase motivation and out-of-class engagement—factors link to greater practice 

opportunities—while some research (e.g., later replication or related projects) show mixed results for 



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measures such as lexical diversity and syntactic complexity. Taken together, the empirical record 

suggests that WhatsApp can raise writing frequency and accuracy and foster rehearsal and corrective 

feedback, though the impact on higher-order features (complex sentence structures, lexical range) is less 

consistent.  

2.4 Peer Feedback, Collaboration, and Social-Constructivist Mechanisms 

Studies frequently cite social-constructivist mechanisms—peer scaffolding, zone of proximal 

development (ZPD), and co-construction of meaning—as explanatory frameworks for WhatsApp’s 

educational effects. Vygotsky’s foundational claim is that learning is mediated through social interaction 

remains influential: the ZPD is the space where learners “can achieve through problem solving under 

adult guidance or in collaboration with more capable peers” (Vygotsky, 1978, p. 86). In WhatsApp 

groups, rapid peer responses, corrective suggestions, and model sentences operate as forms of distributed 

MKO (more knowledgeable other) that can scaffold weaker writers during revision and drafting. 

Empirical descriptions of WhatsApp group interactions show frequent micro-feedback episodes that 

align with this sociocultural account.  

2.5 Motivation, Autonomy, and Outside-class Practice 

Literature reports greater student motivation and autonomy. According to Plana et al. (2013) and Bouhnik 

and Deshen (2014), WhatsApp allows students to “learn on the go” and stay in touch. Warschauer 

(2011/2013) and other digital pedagogy scholars argue that continuity makes writing a frequent, 

contextualised practice rather than a sporadic classroom task, as digital tools “redefine what it means to 

be literate in contemporary society” (p. 8). WhatsApp can boost writing and revising, which boosts skill 

development.  

2.6 Design Matters in Pedagogical Mediation 

The literature agrees that WhatsApp’s impact depends on usage. Structured tasks—guided peer review, 

instructor prompts, scaffolded revision cycles—improve academic performance whereas unstructured 

social usage promotes fluency but may reinforce informal behaviours. Bouhnik and Deshen (2014) 

emphasise WhatsApp’s social environment and potential as a learning platform, but caution of “improper 

use of language” without established teaching rules (pp. 229–230). Andújar’s study reveals that everyday 

pedagogy improves accuracy, highlighting the importance of curricular integration and instructor 

scaffolding.  

2.7 Methodology Notes and Gaps 

The discipline uses exploratory qualitative investigations, small-scale quasi-experiments, and descriptive 

surveys. Short intervention windows, convenience samples, and self-reported perception data are 

constraints. To determine which interactional moves (e.g., recasts, explicit correction, and model 

examples) improve WhatsApp threads, several authors recommend longitudinal, mixed-methods 

research that combines objective corpus analysis (accuracy, complexity measures) with fine-grained 

interactional analysis. Geographic bias: many studies are from Spanish-speaking or Middle Eastern 

environments; cross-cultural study is needed to demonstrate generalisability. 



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2.8 Tertiary Writing Pedagogy Synthesis and Consequences 

According to the literature, the evidence is complicated. WhatsApp boosts writing frequency, student 

involvement, and peer feedback, leading to improved accuracy and confidence (Andújar, 2016; Plana et 

al., 2013). Syntactic complexity and lexical variety increases are less constant, and unmediated use might 

foster informal practices that contradict with academic writing norms (Crystal, 2008). WhatsApp should 

be used as a complementary MALL tool in structured instructional sequences (scaffolded tasks, explicit 

editing stages, teacher modelling of academic register) to maximise practice and peer interaction while 

reinforcing formal standards. 

Future research should prioritise longitudinal mixed-methods designs combining corpus metrics and 

interactional analysis of WhatsApp threads, controlled task type comparisons (collaborative droughting 

vs. rapid prompts) to identify improvement mechanisms, and cross-linguistic and cross-cultural studies 

to test transferability. Experimental study that mixes WhatsApp activities with conscious register transfer 

training (specific exercises to transform informal messages to formal paragraphs) may help resolve the 

conflict between fluency increases and formality preservation. 

 

3. Theoretical Framework 

This theoretical framework positions the study of The Impacts of WhatsApp Messenger on Developing 

Writing Skills among Tertiary Level Students within an integrated set of theories from second-language 

acquisition, sociocultural psychology, mobile-assisted language learning (MALL), and motivation 

studies. Together these perspectives explain how and why WhatsApp—an always-available, socially 

embedded, text-based communication tool—can function as a site for writing practice, peer feedback, 

and developing digital-era literacy, while also clarifying the risks that informal digital registers pose for 

academic writing. 

3.1 Sociocultural Theory and the Zone of Proximal Development (ZPD): 

Sociocultural theory (SCT) foregrounds learning as a socially mediated process: cognitive development 

occurs first on the social plane and then on the individual plane through internalization (Vygotsky, 1978). 

Central to SCT is the Zone of Proximal Development (ZPD), defined as “the distance between the actual 

developmental level as determined by independent problem solving and the level of potential 

development as determined through problem solving under adult guidance or in collaboration with more 

capable peers” (Vygotsky, 1978, p. 86). In the context of WhatsApp groups, peers and instructors act as 

distributed “more knowledgeable others” (MKO), offering corrective feedback, model sentences, 

paraphrases, and scaffolds in real time. These micro-interactional supports can move learners’ writing 

competence from current performance toward higher levels by supplying just-in-time linguistic and 

metalinguistic resources. Empirical descriptions of WhatsApp threads show frequent short corrective 

episodes and model utterances that resemble scaffolded assistance in the ZPD.  

 

 



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3.2 Interaction Hypothesis and Corrective Feedback 

The Interaction Hypothesis (Long, 1996) argues that negotiation of meaning and interactional 

modification (clarification requests, recasts, confirmation checks) make input comprehensible and create 

opportunities for uptake and language development. WhatsApp facilitates a dense ecology of written 

interaction where negotiation can occur asynchronously (e.g., a learner posts a draft line and peers offer 

edits; the writer then revises). The affordance for repeated, reflective negotiation—unavailable in 

ephemeral oral interactions—makes WhatsApp particularly suited to written-language development 

because learners can re-examine corrections, compare alternatives, and rehearse revisions. Thus, the IH 

explains why interaction on WhatsApp can lead to measurable error reduction and higher uptake of 

corrected forms.  

3.3 MALL Affordances and Limitations 

MALL scholarship places language learning in mobile device affordances such mobility, connection, 

multimodality, and contextualised communication (Kukulska-Hulme & Shield, 2008). A move “from 

content delivery to supported collaboration and interaction,” Kukulska-Hulme and Shield (2008) argue 

that mobile solutions are most effective when they facilitate learner-driven interaction and situational 

practice (ReCALL, pp. 271–289). WhatsApp’s contextual writing (brief messages, drafts, file sharing) 

and low-stakes peer exchange demonstrate this transition. The MALL viewpoint suggests that WhatsApp 

can increase the amount and authenticity of writing chances, which improve fluency, rehearsal, and 

motivation, if mediated.  

3.4 Digital Literacy and Transforming “Writing” 

Modern literacy experts say digital platforms change genres, norms, and literacy (Warschauer, 

2011/2013). Warschauer claims that digital technologies “redefine what it means to be literate in 

contemporary society” (p. 8), introducing multimodal composition, interactive writing, and quick 

iterative revision. WhatsApp promotes textual play, multimodal signals (emojis, photos), and quick peer 

co-construction, blending social and academic literacies. Theory suggests that writing growth involves 

multi-register competence—students need the agility to create in informal networked registers and the 

metacognitive capacity to translate such activities into formal academic works.  

3.5 Drive and Independence 

Motivation affects students’ writing performance. According to Self-Determination Theory (SDT), 

intrinsic motivation is based on the satisfying of three psychological needs: autonomy, competence, and 

relatedness (Deci & Ryan, 2000). WhatsApp meets these needs: students start postings and peer 

exchanges, drafts show skill, and ongoing communication fosters group belonging. Meeting these 

demands encourages voluntary revision and persistent writing practice, which improves writing skills. 

Thus, SDT explains how WhatsApp motivates writing practice and tenacity.  

3.6 Register Transfer and Genre Theory 

Genre and register theories remind us that ability in one genre does not instantly transfer to another 

without pedagogical bridging. Texting has its own conventions—abbreviations, omission, logograms—



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that are unique from academic prose, according to David Crystal (Crystal, 2008, p. 11). Unless students 

are explicitly taught register awareness and editing procedures, informal norms may transfer to academic 

writing (register bleed). Thus, theoretical models of genre transfer include instructional scaffolding 

(metalinguistic reflection, guided editing activities) to prevent WhatsApp’s fluency gains from fossilising 

non-standard forms in formal evaluations.  

3.7 Theoretical implications for teaching: 

This theoretical synthesis suggests treating WhatsApp pedagogically, not only socially. Scaffolded peer-

review cycles that model transfer from informal drafts to academic paragraphs (SCT + genre theory); 

structured negotiation tasks that elicit corrective feedback and uptake (Interaction Hypothesis); activities 

that explicitly build register awareness and editing routines (genre transfer); and design features that 

preserve learner autonomy and relatedness (SDT) to sustain engagement are effective design principles. 

These parts together improve surface correctness and deeper composition skills, according to the 

theoretical framework. 

 

4. Research Methodology 

To meet study goals, this section describes the research design, participants, instruments, procedures, and 

data processing techniques. The mixed-methods study examines WhatsApp’s effects on pupils’ writing 

skills quantitatively and qualitatively. This study uses a mixed-methodologies approach, combining 

quantitative and qualitative methods to achieve a comprehensive knowledge of the phenomena. Creswell 

(2014) states that mixed methods research “provides a better understanding of research problems than 

either quantitative or qualitative approaches alone” (p. 4). Quantitative surveys and writing tests examine 

students’ writing skills, while qualitative semi-structured interviews collect students’ and instructors’ 

impressions of WhatsApp as a learning tool.  

This method is justified by the study topic, which is to determine how and why WhatsApp affects writing 

development. Dörnyei (2007) states that language education scholars may grasp “the measurable 

outcomes and the subjective meanings behind them” by integrating numerical data with interpretative 

insights (p. 45).  

4.1 Sample and Population 

This survey includes the students of English language and literature (70) and the students of Linguistics 

(30) who belong to two different universities of Chittagong of Bangladesh, International Islamic 

University Chittagong and Port City International University. Students use WhatsApp for academic and 

personal communication, making it a good framework for studying its educational effects.  

Purposive sampling has been used to identify 100 students who use WhatsApp for academic 

communication, including group discussions, assignment sharing, and peer feedback. Among these 100 

students, 60 students study at International Islamic University Chittagong and other 40 students study at 

Port City International University. Five English teachers have provided professional perspectives about 

using WhatsApp to teach writing. Among these 5 teachers, 03 instructors belong to International Islamic 



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University Chittagong while 02 instructors are from Port City International University. Cohen, Manion, 

and Morrison (2018) recommend purposive sampling when “researchers seek participants who are 

especially knowledgeable about or experienced with the phenomenon under study” (p. 217). Students 

and teachers provide diverse views, boosting trustworthiness.  

4.2 Tools for Research 

We have utilised three major devices to collect quantitative and qualitative data: A questionnaire.  

A standardised questionnaire with closed-ended and Likert-scale items has been created to assess 

students’ WhatsApp use, writing habits, and views of its impact. Several mobile-assisted learning 

researches have inspired the questionnaire (Bouhami & Guaissi, 2021; Alhassan, 2020).  

4.2.1 Tasks to Write 

Two brief writing samples are requested before and after a six-week of WhatsApp-based writing activity. 

Hyland (2016) states that “writing proficiency entails the interplay of linguistic, cognitive, and social 

elements” (p. 79), hence these samples are assessed for fluency, grammatical accuracy, coherence, and 

lexical richness.  

4.2.2 Semi-structured Interviews 

Twenty students and all five professors have been engaged in semi-structured interviews for deeper 

insights. Open-ended questions have examined participants’ motivation, teamwork, and perceived 

problems utilising WhatsApp to improve writing. Interviews help researchers to “understand the world 

from the subjects’ point of view” (p. 18), making them perfect for studying perceptions and attitudes, 

according to Kvale (2007).  

 

5. Data Collection Methods 

Data gathering has three phases:  

Preliminary stage: In this stage participants are told of the study’s goals and given confidentiality. Ethics-

based research consent has been acquired (Cohen et al., 2018).  

Implementation Stage: Students have participated in WhatsApp-based writing activities, such as group 

discussions, collaborative essay writing, and peer review, for six weeks. Instructors provide advice via 

WhatsApp chat and voice.  

Post-intervention stage: In this stage, post-intervention questionnaires and interviews are done in the 

final stage. Linguistic analysis has been used on student writing examples.  

This approach has enabled consistency between instructional intervention and data measurement, 

allowing WhatsApp’s writing development impact to be assessed.  

 

6. Data Analysis 

This section analyses quantitative and qualitative evidence from university students and instructors on 

WhatsApp Messenger’s influence on writing skills. The analysis uses surveys, written assessments, and 

interviews. After tables, percentages, and descriptive charts, interpretative remarks follow statistical data. 



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Table 1. Demographic Information of Participants 

Variable Category Frequency (n=100) Percentage (%) 

Gender Male 

Female 

40 

60 

40% 

60% 

Age Range 18–20 years 

21–23 years 

24–26 years 
 

25 

50 

25 
 

25% 

50% 

25% 
 

Discipline English Language & 

Literature 

Linguistics 

 
 

70 

 

30 

 
 

70% 
 

30% 

 
 

 

The demographic information shows that 60% of the users are female students aged 19 to 23. All the 

pupils are in classes related to English, which shows that they are ready to write in English. 

 

Table 2. Frequency of WhatsApp Use 

Response Frequency Percentage (%) 

Daily (More than 3 hours) 68 68% 

Several times a week 20 20% 

Occasionally 8 8% 

Rarely 4 4% 

 

The results indicate that WhatsApp is utilised by the most of the students on a daily basis. Platform 

familiarity is demonstrated by its high usage frequency, which renders it a viable medium for language 

and writing-based instructional initiatives. 

 

Table 3. WhatsApp’s Role in Improving Writing Fluency 

Perception Statement Agree 

(%) 

Neutral 

(%) 

Disagree 

(%) 

WhatsApp helps me write more frequently. 84% 10% 6% 

I feel more confident expressing ideas in writing on WhatsApp. 
78% 14% 8% 

WhatsApp encourages me to use new vocabulary in writing 
72% 16% 12% 



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The majority of students have stated that WhatsApp helps them to write more fluently and confidently. 

Chats and academic texting provide students informal writing practice. Hyland (2016) states that “regular 

writing exposure increases fluency and linguistic confidence” (p.82). 

 

Table 4. Impact on Grammatical Accuracy and Formal Writing: Line Graph Showing Pre- and 

Post-Test Mean Scores 

Aspect Before WhatsApp-based 

Activity (Mean Score 

Before WhatsApp-based 

Activity (Mean Score 

Improvement 

(%) 

Grammar 62.5 71.8 +14.9% 

Vocabulary 65.2 74.5 +14.2% 

Coherence and 

Cohesion 
68.6 77.1 +12.4% 

Overall Writing 

Score 
65.4 74.8 +14.3% 

 

Following six weeks of WhatsApp-based activities, there is a substantial improvement in all writing 

performance categories. A significant enhancement in the writing abilities of students is demonstrated 

by the paired t-test (t = 5.82, p < 0.01). WhatsApp “provides a low-pressure environment for written 

expression that improves linguistic competence” (Bouhami and Guaissi, 2021, p. 118). The utilisation of 

acronyms and emoticons by certain students is more prevalent, underscoring the necessity of academic 

writing norms that are equitable. 

 

Table 5. Peer Collaboration and Feedback: Clustered Bar Chart Showing Collaborative Learning 

Impact 

Statement Agree (%) Neutral (%) Disagree (%) 

WhatsApp allows me to share my writing and receive feedback easily. 88% 7% 5% 

Group discussions on WhatsApp improve my sentence structure and 

ideas. 
82% 10% 8% 

Peer feedback on WhatsApp motivates me to improve my writing. 76% 14% 10% 

 

WhatsApp has proved popular with students for collaboration and real-time feedback. Group chats 

complement Vygotsky’s (1978) Social Constructivist Theory of learning through social interaction by 



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encouraging peer correction and idea exchange. As a “collaborative digital classroom,” it emphasises 

language and community learning. 

 

Table 6. Negative Influences and Limitations: Horizontal Bar Chart of Reported Challenges 

Issue Frequency (n) Percentage (%) 

Use of informal language (abbreviations, emojis) 56 56% 

Distraction from academic tasks 48 48% 

Overdependence on auto-correct tools 39 39% 

Lack of teacher supervision 32 32% 

 

WhatsApp has promoted unstructured forms and writing fluency. Over half of participants have used 

non-standard terminology or text shortcuts, hurting their professional writing. Alhassan (2020) states that 

“students’ writing habits on WhatsApp often transfer into academic writing, reducing grammatical 

precision” (p. 183) 

 

Table 7. Instructors’ Perspectives 

Interviews with five instructors have yielded thematic findings summarized here: 

Theme 
Instructor 

Agreement (%) 
Illustrative Quotation 

Encourages regular writing practice 100% 
“Students write more freely on WhatsApp than in 

formal essays.” 

Enhances collaboration and peer review 80% 
“Group chats foster a sense of academic 

community and shared learning.” 

Promotes informal writing habits 60% 
“The informal tone sometimes seeps into 

academic submissions.” 

Supports motivation and participation 90% 
“WhatsApp keeps students engaged beyond 

classroom hours.” 

 

Table 8. Overall Statistical Summary: Composite Column Chart Comparing Pre- and Post-

Intervention Writing Skills 

Variable Before (%) After (%) Change (%) 

Writing Fluency 60 78 +18 

Grammatical Accuracy 63 74 +11 

Vocabulary Range 65 76 +11 

Coherence 68 80 +12 



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Motivation for Writing 70 84 +14 

 

WhatsApp Messenger boosts writing fluency, motivation, and coherence, according to data. Statistical 

gains in all writing metrics suggest that informal writing improves abilities.  

WhatsApp has been proved to be an interactive language practice and learner autonomy platform 

(Cetinkaya, 2017; Ahmed, 2019). 

 

7. Conclusion 

This investigation has examined how WhatsApp-based activities improve Bangladeshi EFL Tertiary 

level students’ writing. This novel teaching method has improved students’ writing performance and the 

five targeted sub-skills. Thus, mobile-assisted language learning (MALL) and task-based language 

teaching (TBLT) show promise for improving EFL students’ writing skills.  

According to the study, students may use WhatsApp to improve their writing with instructor direction. 

WhatsApp may be used alongside Task-Based Language Teaching (TBLT) in writing sessions. This 

accelerates language processing and aids writing. Teachers bridge outside-of-class and classroom 

learning and change their techniques and practices by doing so. The outcomes of this study may also 

motivate syllabus designers to incorporate mobile and social media into classroom instruction. Although 

the study has reached important results, shortcomings are noted. First, the study has used quantitative 

data on writing abilities exclusively. Also, the sample is tiny. Therefore, this study suggests large samples 

for improved insights in future research. Additionally, qualitative data like student interviews is 

recommended for in-depth data analysis. 

 

8. Recommendations 

8.1 Structured Teaching Integration 

Teachers should create WhatsApp-based writing activities that meet curricular requirements. WhatsApp 

groups allow teachers to organise weekly writing topics, collaborative essay projects, and peer criticism. 

Structured integration balances academic rigour with casual communication.  

8.2 Teacher Supervision and Advice 

Teachers should monitor student interactions and fix grammar, vocabulary, and style quickly. 

Warschauer and Liaw (2011) note that directed technology use helps students “transform digital 

engagement into meaningful linguistic competence” (p. 39). 

8.3 Promoting Formal Writing 

Teachers should encourage students to distinguish casual and formal writing. Teachers might give brief 

reflective essays or reports based on WhatsApp interactions to assist students apply casual writing skill 

to academic problems.  

 



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8.4 Cyber Literacy Training 

Institutions should offer digital literacy training on proper online language use, formal norms, and 

responsible communication. This would improve students’ transition between academic and casual 

messaging.  

8.5 Encourage Peer Review and Collaboration  

WhatsApp’s group capabilities can help educators collaborate on peer review and editing. This 

interaction supports Vygotsky’s (1978) Social Constructivist Theory of learning through cooperation. 

Structured peer review may greatly increase pupils’ grammar and style awareness.  

8.6 Higher Education Policy Implementation 

In areas with limited access to traditional learning resources, universities should include Mobile-Assisted 

Language Learning (MALL) frameworks and promote WhatsApp as cost-effective language 

development tools.  

 

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