ANALYSIS OF THE FACTORS INFLUENCING PARENTS’ PREFERENCE FOR PRIVATE SCHOOLS

Abstract

The increasing use of mobile messaging applications in online learning environments has created opportunities for EFL practices. This study aimed to describe teaching and learning activities using WhatsApp and to examine EFL pre-service teachers’ perceptions of its use in an online TEFL course. A descriptive quantitative design was employed. The data was collected through classroom observation and a survey. The participants were 19 sixth-semester students enrolled in a TEFL course. Observational data were collected from WhatsApp chat histories and survey data were obtained through an 18-item questionnaire covering three dimensions, namely ease, learning activities, and benefits. The data were analyzed using descriptive statistics and qualitative interpretation. The findings revealed that students engaged in a variety of learning activities, including participating in discussions, responding to peers, initiating questions, sharing ideas, and reflecting on learning. Students also demonstrated active participations in peer interaction and discussion. In terms of perceptions, they viewed WhatsApp positively, highlighting its ease of use, accessibility, and relevance to course objectives. However, its contribution to deeper pedagogical content understanding was perceived as moderate. These findings suggest that WhatsApp can serve as an effective tool for promoting interactive and collaborative learning in online TEFL course practice, although more structured pedagogical strategies are needed to enhance students’ learning outcomes during the online learning.