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1. Integration of WhatsApp and Telegram For Collaborative E nglish Language Learning in Pakistani Classroom Topic Kainat Murtaza HUSS211101183

2. These days, schools are using a lot more technology like computers, phones, and the internet, and it’s really changing how we study and do our homework . One of the best things about using tech is that it helps everyone learn in their own way. Some people like to watch videos, others like to read—technology makes that possible . There are fun apps that help us learn new languages and other subjects anytime, not just during school hours, which is super helpful . Using technology in class makes learning more interesting. It keeps students engaged and helps them think better and solve problems more easily . In places like Pakistan, some schools don’t have enough teachers or books for every student. Technology can help by giving more students access to learning materials . Introduction

3. Introduction Technology can help by giving more students access to learning materials . A lot of students use WhatsApp and Telegram every day—not just to talk with friends, but also to share notes, help each other with assignments, and study together . WhatsApp is really easy to use and fast, so it’s great for group chats, sending pictures, or quickly checking in with classmates about schoolwork . Telegram is becoming more popular too because it keeps conversations private and lets big groups join in. It also has cool tools like study channels and bots . Of course, there are some downsides. Sometimes technology can be distracting, and there are also worries about privacy and online safety . Still , even with the challenges, technology is helping students and teachers stay connected, learn in better ways, and support each other—even outside the classroom.

4. Problem Statement Many students in Pakistan use WhatsApp and Telegram every day to talk to their friends, but these apps are almost never used in English classes . Most schools still use old teaching styles. Teachers focus a lot on books, memorizing, and talking all the time, while students just listen . Apps like WhatsApp and Telegram could help students work together and learn in a fun and interactive way, but teachers often don’t know how to use them for teaching . Schools usually don’t allow mobile apps in the classroom. They think these apps distract students instead of helping them learn . Because of this, there’s a big gap between how students use technology in their daily life and how they are taught in class. If we close this gap, learning English could become easier, more interesting, and more useful in real life.

5. Objectives of the Study To explore the potential of WhatsApp and Telegram as tools for collaborative English learning To evaluate the effectiveness of these apps in improving students ’ language skills To identify challenges and opportunities in their integration

6. Research Questions How are WhatsApp and Telegram currently used for English learning in Pakistani classrooms ? What impact do these platforms have on students’ speaking , reading , writing , and listening skills? What challenges do teachers and students face in integrating these apps  for  learning?

7. Significance of The Study When students use apps like WhatsApp and Telegram for school, they can ask questions, share ideas, and help each other anytime. This makes learning more fun and helps them become better at speaking and writing English. These apps let students learn in their own way. Some learn fast, some slow — and with these tools, everyone can go at the pace that feels right for them . Teachers can also use these apps to quickly send updates, give feedback, and stay in touch with students, even when class time is over. It makes learning feel more connected and alive . In Pakistan, even when schools don’t have many books or materials, using phones and apps is giving more students a real chance to learn, no matter where they live or how much money they have . The important thing is to use these apps in the right way. When teachers guide students and set clear rules, these tools can help everyone do their best and feel confident about learning.

8. Limitations Schools in Pakistan are starting to use phones and computers to help students learn better, especially in English classes . Apps like WhatsApp and Telegram help students practice English and work together after school hours, which wasn't possible before . University students who know about technology use the internet to share homework and talk about their studies, making learning more fun . Teachers like using technology because it makes students more interested in learning and helps them speak better . Most studies only look at schools in big cities, leaving out students from villages and farming areas where many Pakistanis live . Not everyone has the same chance to use technology - some students don't have good phones or internet, especially if they live far from cities or are poor . When teachers try to use phones for teaching, it works differently for each student , making it hard to know if phone learning is really helping everyone.

9. Literature Reviews Research by Piaget and Vygotsky shows that students learn best when they are active participants and work together with others. Their studies prove that building knowledge through social interaction is very effective . Studies by Dillenbourg , Johnson and Johnson found that when students work on tasks together and talk with classmates, they understand the language better and remember more . Research from Godwin-Jones and Kukulska -Hulme tells us that mobile apps are great for learning because students can use them anywhere, share different types of content, and learn in ways that suit them best.

10. Literature Reviews Barhoumi , Kumar and Garg studied WhatsApp and Telegram's special features. They found that group chats, voice messages, picture sharing, polls, and helper programs make students more interested in learning and help them interact more . Andujar and Storch's research shows that when students give feedback to each other through these apps, they become better at learning on their own and feel more motivated to study . Recent studies by Saeed, Shakil , Iqbal and Bhatti point out some problems: there isn't much research about using both WhatsApp and Telegram together in Pakistani English classes, many students don't have good internet, and some need help learning to use these apps.

11. Methodology This Research uses mix method design Qualitative: Talking and watching (interviews, focus groups, classroom observations ) Quantitative : Using numbers (surveys, tests, tracking app usage ) Data Collection Method Researchers observed how young students in Pakistan use WhatsApp and Telegram for school work. They studied how students talk, help each other, and share ideas, even outside class . Teachers guided students and watched how they joined discussions or faced problems Sampling Methods (1) Random picking (2) Purposeful picking ( 3) Convenience sampling (4) Mixed sampling Thematic Analysis A method to analyse words, talks, and written responses. Used to find patterns and meaningful ideas in what people say. Helpful for Studying WhatsApp & Telegram Ideal for studying language learning through apps . Helps understand how students and teachers communicate using technology.

12. Analysis Usage Pattern WhatsApp dominates daily use (85% vs. Telegram's 60%), group chat participation (78% vs. 55%), and multimedia sharing (80% vs. 70 %). Telegram excels in polls/surveys (45% vs. 30%) and bot/automation use (40% vs. 10 %). Both apps are heavily used for sharing academic materials ( WhatsApp : 75%, Telegram: 65 %). I mprovements were observed after app integration Collaborative learning: 34.5% increase . Vocabulary : 29% improvement . Speaking skills: 36.4% growth (notably via voice notes ). Writing skills: 28.3% enhancement through peer feedback . Peer feedback engagement: Rose sharply by 44 %.

13. Analysis Collaborative Learning Boosted Group interactions on both apps increased teamwork, with a 34.5% rise in collaborative engagement. Students practiced English more outside class, sharing ideas and feedback instantly. Challenges Teachers struggled to monitor off-topic chats (a known issue in informal platforms). Rural students faced barriers: inconsistent internet and lower digital literacy limited participation . Telegram Edged Out WhatsApp for Learning Telegram showed a 74% average improvement in English skills vs. WhatsApp’s 63%, likely due to its scalability, privacy controls, and bot-supported activities.

14. Conclusion WhatsApp and Telegram helped students in Pakistan learn English better by talking more and accessing learning materials . Teachers could reply quickly and students became more interested in learning on their own . Students used group chats, voice notes, pictures, and videos to improve English—even  outside school . Schools should make sure everyone can participate . If teachers are trained and students have access, these apps can really improve language learning in Pakistan

15. Thank You!