Integrating Telegram in a low-resource university English language teaching–learning context of Sub-Saharan Africa

To overcome the challenges of the learning crisis related instructional limitations in developing nations such as Sub-Saharan African countries, innovative ways of teaching and learning are essential. This study aims to explore how the integrating Telegram into traditional classrooms enhances the teaching and learning of communicative English skills in university EFL context. To achieve this objective, a qualitative case study approach is employed. Data were collected via observation and document analysis. A Telegram group was created as a learning space. Accordingly, a purposively selected group of students (N = 50) were enrolled in a Telegram group to participate as learners. Accordingly, they were assigned and encouraged to perform homework, assignments, and project work while they shared their work there and were provided with peer and teacher feedback, which lasted for 13 weeks. The data were coded following the traditions qualitative data coding and analyzed thematically. Accordingly, the findings indicate that the blended learning approach, which uses the Telegram group as an instructional tool, meaningfully enhances students’ engagement, promotes collaboration, encourages peer feedback, and supports the communicative English language learning experience and proficiency of the students. It is recommended that EFL teachers, in low-resource university EFL settings, use available technologies to improve their students' learning experience and instructional approach.