Abstract
This study investigates the effectiveness of mobile learning and teaching technologies and social networking platforms in enhancing English language skills among students in senior secondary public schools in India. Given the rising interest in these educational tools, their impact on language skill development remains underexplored. Addressing this gap, the study employed an experimental design with 120 randomly selected participants divided into three groups. For 12 weeks, each group received English language instruction through different mediums: mobile learning technology (Google Classroom), a social media application (WeChat), and a traditional multimedia projection system. The findings indicate a significant improvement in the English language proficiency of students who used mobile learning technology, as opposed to those who engaged with social media tools or traditional methods. This highlights the potential of mobile learning technologies in effectively enhancing language learning outcomes in the educational context. Furthermore, the traditional multimedia methods employed were found to be less effective in fostering language proficiency when compared to the employment of Google Classroom and WeChat. Given the results of this study, it is proposed that future research endeavors investigate the potential impact of severe games on language learning outcomes. In addition, it is advised that future investigations focus on creating and integrating demanding games that aim to enhance students’ proficiency in the English language.
iJIM | Vol. 19 No. 1 (2025) International Journal of Interactive Mobile Technologies (iJIM) 79
iJIM | eISSN: 1865-7923 | Vol. 19 No. 1 (2025) |
JIM International Journal of
Interactive Mobile Technologies
Alam, S. (2025). Measuring the Eects of Mobile and Social Networking Technology on the Enhancement of English Language Skills: A Comparative Study.
International Journal of Interactive Mobile Technologies (iJIM), 19(1), pp. 79–92. https://doi.org/10.3991/ijim.v19i01.51427
Article submitted 2024-07-28. Revision uploaded 2024-10-14. Final acceptance 2024-10-24.
© 2025 by the authors of this article. Published under CC-BY.
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PAPER
Measuring the Eects of Mobile and Social
Networking Technology on the Enhancement
of English Language Skills: A Comparative Study
ABSTRACT
This study investigates the eectiveness of mobile learning and teaching technologies and social
networking platforms in enhancing English language skills among students in senior second-
ary public schools in India. Given the rising interest in these educational tools, their impact on
language skill development remains underexplored. Addressing this gap, the study employed
an experimental design with 120 randomly selected participants divided into three groups.
For 12 weeks, each group received English language instruction through dierent mediums:
mobile learning technology (Google Classroom), a social media application (WeChat), and a
traditional multimedia projection system. The ndings indicate a signicant improvement in
the English language prociency of students who used mobile learning technology, as opposed
to those who engaged with social media tools or traditional methods. This highlights the poten-
tial of mobile learning technologies in eectively enhancing language learning outcomes in
the educational context. Furthermore, the traditional multimedia methods employed were
found to be less eective in fostering language prociency when compared to the employment
of Google Classroom and WeChat. Given the results of this study, it is proposed that future
research endeavors investigate the potential impact of severe games on language learning
outcomes. In addition, it is advised that future investigations focus on creating and integrating
demanding games that aim to enhance students’ prociency in the English language.
KEYWORDS
mixed-mode, language skills, m-learning, pedagogy, multimedia communication
INTRODUCTION
The rapid integration of digital technologies in education has revolutionized
traditional learning paradigms, oering opportunities for enhancing language learn-
ing. Mobile learning technologies (MLT) and social networking platforms, notably
Google Classroom and WeChat, have emerged as potent tools for facilitating English
Sohaib Alam()
College of Sciences and
Humanities, Prince Sattam Bin
Abdulaziz University, AlKharj,
Kingdom of Saudi Arabia
s.alam@psau.edu.sa
https://doi.org/10.3991/ijim.v19i01.51427
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language learning [1], [2], [3]. These platforms have been praised for their acces-
sibility, exibility, and interactive capabilities, which align well with the modern
educational challenges of accuracy and adaptability [4], [5].
Traditional methods of teaching English, while having their place, often do not
capture the full potential of contemporary digital innovations that provide interac-
tive, accessible, and tailor-made learning experiences [5]. The rise of mobile learning
technologies is a testament to this evolution. These tools stand out for their porta-
bility and accessibility, allowing learners to engage with language learning mate-
rials at their convenience, aligning perfectly with the demands of a fast-paced,
mobile-centric lifestyle. Social media platforms have also become crucial in this edu-
cational transformation [6]. They oer vibrant and interactive spaces that do more
than facilitate language practice; they immerse learners in authentic language envi-
ronments, exposing them to the practical use of English in real-world scenarios [7].
This immersion experience is of great value, as it bridges the depth between theo-
retical understanding of language and practical language prociency. Incorporating
these advanced digital tools into strategies for learning English represents a sig-
nicant step forward. It represents a change towards more ecient, captivating,
and personalized educational experiences that align with the evolving needs of
learners in the present digital age. This approach modernizes language education
and ensures learners possess the necessary abilities to navigate and thrive in our
increasingly interconnected global society.
Despite these advancements, there is a critical need for empirical evidence to
substantiate the actual impacts of these tools compared to traditional multimedia
projection systems, particularly in terms of improving English language skills [8], [9].
This study seeks to address this gap by providing a comprehensive evaluation of the
eectiveness of these digital tools in a controlled educational setting. The necessity
of this study is driven by the ongoing debate over the best practices for technology
integration in language learning and the lack of consensus on the most eective
methods to enhance language prociency.
This study will contribute to the broader discourse on optimizing language
teaching and learning practices in the digital era, oering insights into the practical
applications and limitations of mobile and social networking technologies in edu-
cational contexts [10]. By evaluating the comparative eectiveness of Google
Classroom, WeChat, and traditional methods, this study will provide valuable data
that can inform future pedagogical strategies, ensuring that educational practices
keep pace with technological advancements and evolving learner language learning
needs [11], [12], [13], [14], [15], [16], [17].
A series of studies have highlighted the diverse impacts of Google Classroom on
English language learning and teaching. Initially, Hwang and Hwang [1] shed light
on the early integration of web-based platforms in language learning, particularly
emphasizing self-regulated and ipped classroom approaches. This was followed
by Triana [2], who demonstrated the eectiveness of ipped instruction, facilitated
by Google Classroom, in enhancing student engagement in high school English. In
2017, Sun et al. [9] expanded the discourse to encompass the function of digital
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Measuring the Eects of Mobile and Social Networking Technology on the Enhancement of English Language Skills: A Comparative Study
platforms in cultivating English-speaking prociency, with particular emphasis on
mobile social networking. A noteworthy comparative investigation conducted by
Syakur [8] assessed the ecacy of Google Classroom in terms of traditional teach-
ing methods in ESL/EFL contexts, thereby providing valuable insights into its eec-
tiveness and limitations. Al-Maroof and Al-Emran [18] observed enhancements in
specic language competencies, such as reading comprehension and vocabulary,
among IT students utilizing Google Classroom. Furthermore, Zheng, Warschauer
and Chang [19] underscored the advantages of collaborative learning in one-to-
one laptop environments, which is applicable to using Google Classroom. Anuar
and Khairuddin [20] deliberated on the role of Google Classroom in blended learn-
ing approaches, while Purcell [21] focused on its inuence on student writing and
teacher-student interaction. The role of ICT, including Google Classroom, in diverse
educational settings was examined by Babu and MA [22]. The pandemic era saw
an adaptation to remote teaching, with Google Classroom playing a crucial role, as
Whalen [23] analyzed. Finally, Ertmer and Ottenbreit-Leftwich [4] discussed the
broader implications of digital tools such as Google Classroom on teachers’ profes-
sional development in language teaching. Collectively, these studies paint a com-
prehensive picture of the evolving role of Google Classroom in English language
education.
WeChat’s role in enhancing English language prociency is extensively
documented in various studies, highlighting its multifunctional capabilities in lan-
guage education. The platform’s real-time communication feature signicantly
contributes to improving English skills. Studies by Yao [3] and Zhang and Zheng
[24] demonstrate how regular interaction in English on WeChat enhances English
language skills. The abundance of educational content available on WeChat, includ-
ing diverse language learning materials, has been shown to facilitate vocabulary
expansion and grammar improvement [25], [26].
The social aspect of WeChat, encompassing group interactions and communities,
creates an immersive learning environment. As explored in a study by Farver et al.
[27], this aspect of learning improves language skills and provides cultural insights,
which are crucial for comprehensive language learning. The immediate feedback
and peer support available through WeChat are highlighted as instrumental in
rening language prociency [28]. Further research by Huang [29] has shown that
WeChat aids in improving specic language skills such as reading comprehension
and writing. Its integration into formal education settings, complementing traditional
teaching methods, is noted for its eectiveness [30]. Additionally, using WeChat for
collaborative language projects, as explored by Xi et al. [31], provided insights into
how group tasks on social media can enhance language skills. Moreover, research
by Altam [32] emphasizes the role of WeChat in developing listening and speaking
skills through its audiovisual features.
Collectively, these studies arm WeChat’s eectiveness as a comprehensive tool
for English language learning. While it oers practical language use, cultural expo-
sure, and a wide array of educational resources, its success as a language-learning
tool depends on careful integration with formal education and awareness of its
limitations. WeChat’s diverse functionalities and interactivity make it a valuable
addition to the repertoire of modern language learning strategies.
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The research hypothesis posits that mobile learning technologies and social
media tools may be superior in enhancing English language skills compared to con-
ventional teaching methods. The study’s objective is to conduct a comprehensive
empirical analysis to assess and compare the impacts of various technological tools
on the skills of English language improvement. This analysis primarily explores
the ecacy of mobile learning technology, represented by Google Classroom and
social media tools, focusing on WeChat, compared to traditional multimedia pro-
jecting systems. Based on the purpose of this study, the main research question
is composed.
• How do MLT Google Classroom, WeChat, and traditional multimedia projection
systems dier in their eectiveness for enhancing English language skills among
senior secondary students?
Data were obtained from undergraduate students in Saudi Arabia during the aca-
demic year of 2023. The illustration of participants, which was chosen randomly,
consisted of 120 students. The customary age of the participants was 21.39 years
old, with a standard deviation of 1.37. The gender distribution among the partici-
pants was 64% male and 36% female. Furthermore, they were randomly assigned
to three groups: Group A = 40 participants, Group B = 40 participants, and Group
C = 40 participants. Group A received treatment through Google Classroom, Group B
received treatment through WeChat, and Group C received treatment through tradi-
tional pedagogy, specically a multimedia projecting system. To facilitate the study,
the researcher went through signicant diculties, such as participants were mildly
familiar with MLT and its use for educational purposes. Time constraint was another
hurdle that has to be considered a challenge for the present study.
The study was initiated by implementing three dierent modes of instruction,
namely Google Classroom, WeChat, and a multimedia projecting system, to facil-
itate English teaching for 12 weeks. Ahead of the program’s commencement, the
participants were obliged to complete a pre-test to evaluate their overall English
prociency. The intention of this preliminary investigation was twofold: rst, to
guarantee that the three groups were initially on par in terms of their command of
the English language, and second, to assess the participants’ foundational level of
English prociency at the beginning of the program. The assessment of participants’
general English skills was conducted using Longman’s TOEFL English language pro-
ciency examination, which consisted of three distinct sections: listening compre-
hension (30 questions), reading comprehension (30 questions), and structure and
written expression (40 questions).
The training program commenced for the three groups following the pre-test
measuring the students’ general English prociency. Time management was the
major challenge faced by the researcher during the research.
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Measuring the Eects of Mobile and Social Networking Technology on the Enhancement of English Language Skills: A Comparative Study
In the quest to enhance students’ English skills in listening, reading, and writing,
we embraced a multi-faceted approach with Google Classroom at its core, empha-
sizing structure and interactive learning. We meticulously organized the classroom
into distinct sections for each skill, ensuring ease of access and a coherent learning
journey. To bolster listening skills, we integrated a variety of audio resources such
as podcasts, audio stories, and recorded lectures, coupled with comprehension tasks
and summarization exercises. Live sessions via Google Meet enriched the experience,
exposing students to diverse accents and speaking styles. For reading prociency, we
utilized a range of texts, including news articles and short stories, supplemented
by comprehension questions and vocabulary activities, and deepened engagement
through weekly book club discussions. Writing skills were honed through diverse
exercises, encompassing creative writing and structured essays, with personalized
feedback provided on Google Classroom, focusing on grammar, vocabulary, coher-
ence, and style. The inclusion of peer review sessions further fostered collaborative
learning and a comprehensive feedback loop. This integrative, interactive approach
signicantly enriched the learning experience, fostering substantial improvements
in all targeted language skills.
The intervention encompassed continuous assessments through quizzes,
assignments, and listening tests administered on Google Classroom. These assess-
ments oered valuable feedback to students and enabled us to adapt our teaching
strategies to their evolving needs, thus fostering an eective and responsive learning
environment.
This strategy employed for enhancing students’ English language skills involved
the utilization of WeChat, employing its distinctive characteristics within a compre-
hensive treatment approach.
The initial step involved the establishment of specic WeChat groups for each
class. These groups served as the central platform for sharing resources, discus-
sions, and management of activities. Clear guidelines were put in place to promote
eective learning.
To cultivate listening skills, we introduced audio messages and English-language
podcasts within the WeChat groups, encompassing a range of conversational clips to
more intricate materials. Following each audio post, tasks such as question-answer
exercises, summaries, or group discussions on key points were implemented to
enhance listening comprehension. In order to strengthen reading abilities, diverse
English reading materials, including articles and short stories tailored to dierent
reading levels and interests, were shared. After reading, students were encouraged to
engage in discussions, express their opinions, or complete comprehension questions,
thereby enriching their reading comprehension and critical thinking capabilities.
Various writing prompts were provided to enhance writing skills, encompassing
creative storytelling to opinion pieces. Students submitted their written work within
the WeChat group or privately, facilitating peer reviews and receiving personalized
feedback on grammar, vocabulary, and style.
Interactive challenges and quizzes were periodically organized through WeChat,
encompassing vocabulary games, grammar quizzes, and exercises for sentence
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formation, often accompanied by small motivational rewards. Additionally, we
closely monitored the participation and progress of each student, oering person-
alized feedback to highlight areas for improvement and foster continuous practice.
The methodology to improve English language skills in students involved the
innovative use of a multimedia projecting system, aiming to harness multimedia
technology for a dynamic and engaging learning environment.
For listening skills enhancement, we utilized the system to present diverse English
audio-visual materials such as short lms, documentaries, and news clips, exposing
students to various accents and vocabularies. Post-viewing, interactive exercises
such as word gap-lling, comprehension questions, and group discussions were
conducted, reinforcing listening comprehension and analytical skills. In develop-
ing reading skills, e-book reading sessions were held using the projector, facilitating
group reading and discussing texts displayed on a large screen. This was comple-
mented by interactive vocabulary exercises, including word games and quizzes, to
build vocabulary. Critical analysis and discussions post-reading sessions furthered
comprehension and analytical abilities. For writing skills improvement, we orga-
nized writing workshops where students created essays and reports using the pro-
jection system to display writing prompts and editing tools. Peer review sessions
involved projecting students’ written work for group feedback, enhancing learning
through collective insights.
Additionally, interactive grammar and style exercises were presented using mul-
timedia tools, making learning visually stimulating and engaging. The multimedia
projecting system was central throughout this treatment, providing a platform for
displaying rich content and facilitating interactive activities. Its visual and audio
capabilities were pivotal in creating an immersive experience, vital for enhanc-
ing English listening, reading, and writing skills. This multimedia approach was
balanced with traditional teaching methods and regular assessments to monitor and
evaluate student progress eectively.
Upon completing the training program, all participants underwent a post-test to
assess their general English prociency. This evaluation and the pre-test adminis-
tered at the program’s onset comprised standard Longman English language pro-
ciency tests. Notably, dierent versions of the Longman test were utilized for the
pre-test and post-test to mitigate the potential for recall bias among the students.
Such a measure ensured that participants would not remember specic content
from the pre-test, thus maintaining the integrity of the assessment process. Both
tests were designed to possess equivalent diculty levels, adhering to the estab-
lished standards of the Longman prociency test. To further ensure uniformity in
the assessment conditions, the pre-test and post-test were conducted in a classroom
setting, providing a consistent testing atmosphere for all participants.
Given that both the pre- and post-tests consisted exclusively of objective ques-
tions, primarily in the format of multiple-choice queries, these assessments were
evaluated objectively through answer sheets. The pre- and post-tests scoring was
quantied on a scale ranging from 0 to 100, allowing for a standardized measure of
participants’ performance. This scale facilitated a clear, quantiable comparison of
prociency levels before and after the training program.
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Measuring the Eects of Mobile and Social Networking Technology on the Enhancement of English Language Skills: A Comparative Study
The data analysis for this study was performed using SPSS version 25.0, which
was selected for its robust statistical capabilities in handling complex social science
data. The process began with a one-way analysis of variance (ANOVA) to ensure
that no pre-existing dierences in English prociency existed among the groups
at the start of the program. This was followed by a correlational analysis to exam-
ine the relationship between pre- and post-test scores, ensuring the consistency of
the measures used across the study’s timeline. The primary analytical method used
was a repeated measures one-way ANOVA (RM-ANOVA), which allowed for the
evaluation of changes in English prociency over time while controlling for initial
prociency levels. This approach facilitated a detailed analysis of the interventions’
impact by accounting for individual variations and maintaining a balanced compar-
ison across the dierent educational interventions.
Table 1. Score of participants across groups and tests
Google Classroom Group WeChat Group Multimedia Projecting
System Group
Pre-test Post-test Gain Pre-test Post-test Gain Pre-test Post-test Gain
Mean 41.3 52.7 11.4 40.7 47.8 7.1 40 44.9 4.9
SD 1.19 1.83 .64 1.57 2.21 .64 1.39 1.51 .12
A one-way ANOVA was conducted to evaluate dierences between unrelated
samples. The statistical analysis aimed to determine if there were signicant
disparities in English language prociency among three distinct groups at the
commencement of the program. According to the results of this analysis, the eect
attributable to the group factor was found to be not statistically signicant, as indi-
cated by the F-value of 0.174 with an associated probability value (p-value) of .735,
F (2, 137) = 0.174, p = .735. This outcome suggests no meaningful dierences in
English language prociency among the three groups at the beginning of the pro-
gram, as presented in Table 1. Consequently, this led to the assumption that at the pro-
gram’s onset, the three groups possessed a comparable overall command of English
language skills. This fundamental similarity in language prociency is crucial for
guaranteeing that any observed progress or changes in language skills during the
program can be ascribed to the program’s interventions rather than pre-existing
disparities among the groups.
Also, a complete statistical assessment was executed on the individual pre-test
and post-test scores of all 120 participants. This thorough examination focused on
elucidating the relationship between these ratings, resulting in a correlation coe-
cient (r) of .849 accompanied by a highly signicant p-value (p < .001). The presence
of such a substantial correlation coecient prompted further statistical scrutiny.
Consequently, a repeated measures one-way analysis of variance (RM-ANOVA) was
employed. This analysis possessed a particularly rened approach, as it entailed
matching participants across the three groups based on their initial pre-test scores,
thereby ensuring a balanced and equitable comparison.
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The repeated measures one-way ANOVA was employed to assess the statisti-
cal signicance of the variations in post-test scores between the three participant
groups. This analysis showed a signicant main eect of the group variable, indi-
cated by an F-value of 7.83 and a p-value of .04, with a partial eta squared (h²p) of
.640, F (2, 137) = 7.83 (p = .04, h²p = .640). The main eect signies that the dierences
in post-test scores among the groups were not merely due to chance but were statis-
tically signicant.
Moreover, the use of RM-ANOVA entailed further comprehensive concern, reveal-
ing that the eect of group connection on the scores after the test was extremely
statistically signicant. This can be seen through the substantial F-value of 51.08 and
a p-value less than .001. This indicates that the impact of the assigned groups on the
transformations observed in the participants’ post-test performance is noteworthy,
highlighting the signicance of group dierences in determining post-test results.
A comprehensive evaluation was conducted with great attention to detail, retro-
spectively evaluating the comparative ecacy of three educational interventions:
Google Classroom, WeChat, and the multimedia project. This analytical procedure
revolved around a comprehensive examination of the average improvements
attained by participants from the initial pre-test to the subsequent post-test using
each of these approaches. The Google Classroom approach emerged as the most
ecacious, displaying the most remarkable average improvement at 11.4. This
signicant gure underscores that participants engaged in the Google Classroom
intervention experienced the most substantial average improvement in their scores,
moving from the pre-test to the post-test phase.
In contrast, the WeChat method displayed a mean gain of 7.1, while the multime-
dia project exhibited a mean gain of 4.9. These results, when juxtaposed with those
of Google Classroom, indicate that, although there were improvements in participant
scores in both the WeChat and multimedia Project groups, these improvements were
less pronounced than those observed in the Google Classroom group. Consequently,
these ndings lead to the inference that, on an average scale, participants involved
in the Google Classroom intervention achieved the most notable advancements in
their scores compared to their counterparts in the WeChat and multimedia project
groups. This comprehensive analysis, therefore, highlights the superior ecacy of
the Google Classroom method in elevating participant performance throughout the
intervention, as evidenced by the quantiable gains in test scores.
DISCUSSIONS
The study’s ndings demonstrate signicant dierences in the eectiveness of
three educational interventions: Google Classroom, WeChat, and the multimedia pro-
jecting system in enhancing English language prociency among participants. Initial
analyses conrmed that there were no pre-existing disparities in language skills
among the groups, ensuring that any subsequent gains could be attributed directly to
the interventions. Comparative evaluations showed that the Google Classroom group
experienced the most substantial improvements in language prociency. In contrast,
the gains observed in the WeChat and multimedia Projecting System groups, while
positive, were less pronounced. This outcome highlights the superior ecacy of
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Measuring the Eects of Mobile and Social Networking Technology on the Enhancement of English Language Skills: A Comparative Study
the Google Classroom intervention in achieving notable advancements in language
skills, conrming its potential as a powerful tool in language education. The ndings
suggest that the eective integration of digital learning environments such as Google
Classroom can signicantly enhance educational outcomes compared to traditional
or less interactive digital platforms. Research on mobile-based social media addic-
tion surged over the last ve years, shifting focus from smartphone addiction to
social media’s complex interplay with individual, social, and environmental factors.
Eective social media usage via mobile requires balanced online engagement,
parental guidance, emotional intelligence, and healthy social norms [33].
The current study’s ndings advocate integrating diverse learning modalities
consistent with prior research [34], [35], [36], [37]. The synergistic combination
of face-to-face, online, and self-paced learning approaches has enriched learning
experiences, elevated learning outcomes, and strengthened student engagement
[38], [39]. In this context, Google Classroom emerged as an eective tool, seamlessly
integrating face-to-face instruction with online resources and self-directed learn-
ing elements. Conversely, the use of WeChat in educational settings appeared to
dilute the ecacy of face-to-face instruction by enabling students to engage via
their mobile devices, potentially detracting from direct teacher-student interactions.
Additionally, the deployment of traditional multimedia projection systems may have
inadvertently hindered self-directed learning by compelling students to adhere
strictly to the teacher’s pace, thereby limiting their autonomy in the learning pro-
cess. Consequently, it is logical to observe that student engagement and learning
outcomes facilitated through Google Classroom are signicantly superior to those
achieved via WeChat. Furthermore, the engagement and outcomes of WeChat usage
surpass those attained through traditional multimedia projection systems. This
hierarchy in the ecacy of dierent educational tools underscores the critical role
of technology in shaping contemporary learning environments.
Incorporating experiential learning through platforms such as Google Classroom
and WeChat may have enhanced students’ English language skills. Experiential learn-
ing, characterized by student engagement in direct experiences and the construction
of knowledge, has been identied as a potent approach to augmenting student learn-
ing experiences [40]. In the context of the Google Classroom-assisted environment,
students were aorded opportunities to engage actively with the material, such as
responding verbally via an audio recorder, accessing PowerPoint slides directly, and
participating in polls related to questions posed by the teacher. This format likely
provided a rich experiential learning environment, thereby facilitating an improve-
ment in their learning.
In contrast, the WeChat-assisted class may not have oered the same level of
experiential learning as Google Classroom. The dierence in the depth and breadth
of experiential learning opportunities between these platforms could account for
the varying degrees of eectiveness in language skill enhancement observed among
students. Additionally, compared to WeChat, the traditional multimedia projecting
system appeared even less eective in providing experiential learning opportu-
nities. This disparity in the provision of experiential learning experiences across
the dierent platforms likely provides a basis for accepting the research hypoth-
eses, which suggest varying levels of eectiveness in language skill enhancement
attributable to the dierent educational technologies employed.
A collaboration-oriented rationale may also support the hypothesis’s accep-
tance. As Alioon and Delialioglu [41] have noted, genuine collaborative mobile
learning activities can signicantly enhance students’ English language learning.
One of the notable features of Google Classroom, as highlighted by Yu [42], is its
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robust capacity to facilitate collaboration. Within this platform, students can signal
their content comprehension by clicking on a specic slide, allowing teachers to
gauge understanding and promptly adjust the teaching pace. Additionally, Google
Classroom enables students to actively engage in the learning process by leaving
messages, sending barrages, and directly collaborating with peers, while teachers
can respond to student inquiries within the same platform.
Collaboration is further extended on the WeChat platform, accessible to all par-
ticipants involved in the educational process. It enables a continuous and dynamic
interaction between students and teachers. In contrast, traditional multimedia pro-
jection systems, such as Rain Classroom, do not oer the same level of dynamic,
collaborative platforms as Google Classroom and WeChat. This lack of interactive
capabilities in traditional systems could further justify the acceptance of the research
hypotheses, emphasizing the pivotal role of collaborative and interactive technolo-
gies in enhancing language learning.
CONCLUSION
The study indicates that specialized mobile learning technologies have a signif-
icant positive impact on English learning outcomes. Google Classroom, in particu-
lar, proves to be more eective than social media tools such as WeChat, which are
also utilized for educational purposes but with less success. The study also notes
that traditional instructional tools, such as multimedia projection systems, do not
adequately enhance student learning outcomes. Unlike Google Classroom and
WeChat, these conventional tools lack the same level of engagement and interactive
learning experience, which are essential in educational settings. This evident dif-
ference in eectiveness between mobile learning technologies and traditional tools
highlights the importance of dedicated, mobile-based educational technologies in
modern educational settings. These technologies oer tailored, exible, and accessi-
ble learning solutions better suited to meet the needs of contemporary students and
educational standards. Furthermore, the study demonstrates the superior ecacy of
specialized mobile learning technologies such as Google Classroom over traditional
and social media-based educational tools, highlighting their signicant impact on
enhancing English learning outcomes. It contributes to the academic eld by provid-
ing empirical support for integrating advanced digital tools into educational strate-
gies for more eective learning.
This investigation specically chose Google Classroom to represent mobile learn-
ing technologies and WeChat as an example of social media tools, which may not
encompass the diversity of other educational aids. Future research could broaden the
scope by including a more comprehensive array of learning assistants. Additionally,
given the study’s exclusive focus on EFL contexts, the applicability of its ndings
to dierent educational environments remains uncertain, suggesting a need for
cautious generalization beyond this specic setting.
Future research endeavors might benet from creating severe games to enhance
student learning outcomes. This approach could be ecient in applying virtual plat-
forms and their technologies in educational contexts. The integration of gamication
strategies in learning platforms can signicantly improve the learning of English.
iJIM | Vol. 19 No. 1 (2025) International Journal of Interactive Mobile Technologies (iJIM) 89
Measuring the Eects of Mobile and Social Networking Technology on the Enhancement of English Language Skills: A Comparative Study
The complexity and multifaceted nature of serious game development necessitate
an interdisciplinary approach. The intricacies in designing these educational tools
extend beyond the scope of a single discipline, highlighting the need for collabora-
tive eorts across various elds of study.
“This study is supported via funding from Prince Sattam Bin Abdulaziz University
project number (PSAU/2025/R/1446).”
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AUTHOR
Dr. Sohaib Alam is working as an Assistant Professor of English at the
Department of English, College of Science and Humanities, Prince Sattam Bin
Abdulaziz University, Kingdom of Saudi Arabia. He holds a Ph.D. in English Language
Teaching (ELT) from Aligarh Muslim University, India and also CELTA certied
by Cambridge. His areas of interest are Applied Linguistics, Pragmatics, Teaching
Methods, Blended Learning, and Pedagogic Theory. He has presented papers at both
national and international conferences, published research articles and papers in
Scopus and Web of Science indexed journals. He has been teaching English for over
5 years (E-mail: s.alam@psau.edu.sa).
Credit to the Original Article | Explore More of Their Work If You Found This Article Enjoyable.
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