Enhancing Online EFL Learning Through Telegram: Opportunities and Challenges in Iran

The integration of mobile messaging platforms into language education has expanded opportunities for self-directed learning and continuity beyond synchronous class time. This qualitative case study examines how Telegram-mediated sharing of supplementary materials influenced Iranian English as a Foreign Language learners' perceived motivation, engagement, and learning experiences in online classes. Conducted at a private language institute in Tehran, the study employed a case study design involving ۲۵ adult learners at the intermediate (B۱) proficiency level, distributed across five online classes. Data were collected through non-participant observations of all ۲۵ students during their sessions on Adobe Connect, followed by semi-structured interviews with ۱۰ purposively selected learners to gain deeper insights. Thematic analysis suggested that Telegram supported learning by making teacher-curated materials easily accessible on mobile devices, enabling repeated viewing, note-taking, and continued study outside class. Participants also associated the shared materials with richer vocabulary exposure and support for contextualized speaking and listening practice. However, the study also highlighted significant barriers, including poor internet connectivity, varying levels of digital literacy among students, and the limited usefulness of general materials for exam preparation (e.g., IELTS). The study suggests that Telegram can serve as a supplementary delivery environment for online EFL instruction, its effectiveness depends on institutional support for infrastructure and teacher-guided selection of materials. This study contributes to the growing body of literature on Technology-Assisted Language Learning by offering empirical insights from a developing country context, highlighting both the transformative potential and the practical challenges of video-based learning.

کلیدواژه ها:

Telegram ، online EFL learning ، learner motivation ، mobile-assisted language learning ، digital literacy ، CALL