Microsoft Teams versus Telegram for Asynchronous Group Discussions: Investigation of ESL Students’ Learning Experience

  • Zulaikha Zulkflee


The process of teaching and learning has undergone a few changes due to several factors. High adoption of technology during the pandemic has exposed learners to the use of various online tools for the sustainability of their learning experience in post-pandemic classrooms. Thus, investigating the learners’ experience in deciding which online tools to retain for teaching and learning in the post-pandemic classroom is imperative to continue improving the teaching and learning quality. Hence, this study investigates students’ learning experiences using two different platforms; Microsoft Teams and Telegram during asynchronous group discussion activity in a Communicative English classroom. This study employed quantitative research design using an online survey method that was distributed to 50 polytechnic students and a semi-structured interview was conducted with five respondents. Data was analysed using descriptive and inferential statistics.  Paired sample t-test was used to compare significant difference between the students’ learning experience while using Microsoft Teams and Telegram. Descriptive analysis reported an overall positive perception of how both Microsoft Teams and Telegram are useful for accessing information and learning resources. However, Microsoft Teams was reported to be favoured for group discussion assessment, feedback as well as critical reflection and knowledge construction. On one hand, higher motivation and participation was identified via Telegram. Inferential statistics revealed there was a statistically significant difference in the learners’ experience of using Microsoft Teams and Telegram in five out of seven construct items which are support and motivation, participation in course activities, assessment, feedback as well as critical reflection and knowledge construction. The results of this study are useful for educators in assisting them to decide which online learning tools that can support specific learning activities for better learning outcomes.


Adnan, A. H. M., Karim, R. A., Tahir, M. H. M., Kamal, N. N. M & Yusof, A. M. (2019). Education 4.0 technologies, Industry 4.0 skills and the teaching of English in Malaysian tertiary education. Arab World English Journal (AWEJ), 10(4), 330-343.
Aladsani, H. K. (2021). University students’ use and perceptions of Telegram to promote effective educational interactions: A qualitative study. International Journal of Emerging Technologies in Learning, 16(9), 182-197. ijet.v16i09.19281
Amin, F. M. & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video conference, LMS, or messenger application? Studies in English Language and Education, 7(2), 362-378. 10.24815/siele.v7i2.16929
Braun, V., Clarke, V., Boulton, E., Davey, L. & McEvoy, C. (2020). The online survey as a qualitative research tool. International Journal of Social Research Methodology, 24(6), 641-654.
Creswell, J. C. & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Ed.). Los Angeles: SAGE.
Fabian, S. R., Gan, P. X. & Yunus, M. M. (2021). All set? ESL online teaching among polytechnic lecturers during the COVID-19 pandemic. International Journal of Advanced Research in Education and Society, 3(3), 1-15.
Garrison, D. R., Anderson, T. & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Garrison, D. R., Anderson, T. & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(2010), 5-9.
Girardet, C. & Berger, J. (2018). Factors influencing the evolution of vocational teachers’ beliefs and practices related to classroom management during teacher education. Australian Journal of Teacher Education, 43(4), 138-158. /ajte.2018v43n4.8
Healey, D. (2018). Technology enhanced learning environments. The TESOL Encyclopedia of English Language Teaching, 1-6.
Khan, M. A., Vivek, Nabi, M. K., Khojah, M. & Tahir, M. (2020). Perception towards e-learning during COVID-19 pandemic in India: An empirical study. Sustainability, 2021, 13(1), 57.
Lam, K. W., Jusoh, N. & Kamaruzaman, N. (2021). Online learning experience during Covid-19 pandemic: An online survey among Malaysian polytechnic students. In N. F. Habidin, S. Y. Y. Ong, U. A. Muhamad & Chik, T. W. T. (Eds.). Research and Innovation: Education, Technology and Performance Management (pp. 173-179). Tanjung Malim: Kaizenrenovation Sdn. Bhd.
Ministry of Education. (2015). Executive Summary: Malaysia Education Blueprint 2015-2025 (Higher Education). Putrajaya: Ministry of Higher Education.
Ramamurthi, L., Shafien, S., Nawi, N. S. M., Azlan, M. A. K. & Rashid, R. A. (2022). Students’ feedback on using Telegram in speaking practice during self learning time. International Online Journal of Language, Communication, and Humanities, 5(I), 1-15.
Rapanta, C., Botturi, L., Goodyear, P., Guardia, L. & Koole, M. Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Education (2021), 3, 715-742.
Rojabi, A. R. (2020). Exploring EFL students’ perception of online learning via Microsoft Teams: University level in Indonesia. English Language Teaching Education Journal, 3(2), 163-173.
Sobaih, A. E. E., Salem, A. E., Hasanein, A. M. & Elnasr, A. E. A. (2021). Responses to COVID-19 in higher education: Students’ learning experience using Microsoft Teams versus social network sites. Sustainability 2021, 13(18), 1-12. su131810036
Thumvichit, A. (2021). English language teaching in times of crisis: Teacher agency in response to the pandemic-forced online education. Teaching English with Technology, 27(2), 14-37.
Torrentira, M. C. J. (2020). Online data collection as adaptation in conducting quantitative and qualitative research during the COVID-19 pandemic. European Journal of Education Studies, 7(11), 78-87.
Yen, T. V. M. Y. & Nhi, N. T. U. (2021). The practice of online English teaching and learning with Microsoft Teams: From students’ view. AsiaCALL Online Journal, 12(2), 51-57.
Yusof, F. H. M., Bakar, S. Z. S. A., Amat, D. W., Othman D., Sumery, Z., Sarijari, H. & Qomariyah, A. (2021). ESL teaching: Preferences on the use of e-learning apps in maximising effective teaching and learning experiences for open and distance learning (ODL). International Journal of Academic Research in Business and Social Sciences, 11(6), 1123-1139.
How to Cite
ZULKFLEE, Zulaikha. Microsoft Teams versus Telegram for Asynchronous Group Discussions: Investigation of ESL Students’ Learning Experience. Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 1, p. 177-188, mar. 2024. Available at: <>. Date accessed: 19 may 2024.
English Section