This innovation utilises Telegram’s chat function into the online component of ESL blended learning as a real-

time instructional tool as well as an accessible discussion space. It introduces a mobile-accessible solution that

the gap between synchronous class delivery and asynchronous learning needs. Key features include the use of

Telegram for live online instruction, the ability to respond after class, chat-based interaction to reduce anxiety,

accessible chat history for learning continuity, and mobile usability. Survey findings indicate that students

found the platform helpful in supporting real-time learning, reducing pressure to speak up in class, and

allowing them to catch up when absent or in transit. This innovation supports SDG 4 by promoting inclusive

and quality education, and SDG 10 by encouraging equitable participation among students with varied learning

needs.

Blended learning has emerged as a preferred instructional approach in higher education since it combines in-

that reflect students’ everyday communication habits. For example, Telegram has been found to be effective in

supporting online engagement and learning for ESL students through its ease of access and conversational

features (Mohd Dollah et al., 2021; Md Yusof & Abdullah, 2025). According to a study by Khomsah and

Ariffin (2024), instant messaging applications supported communication, collaboration and engagement in

hybrid ESL classrooms. Apart from that, a systematic review of Mobile-Assisted Language Learning (MALL)

integration in Malaysia found that mobile-assisted approaches are increasingly being applied in ESL higher

Sailin, 2022). This innovation is conceptually grounded in MALL and Sociocultural Theory, which together

inform its focus on mobile accessibility, social interaction, and collaborative language development.

This issue highlights the need for lightweight, mobile-friendly tools that not only support participation and

continuity, but also reflects the goals of Sustainable Development Goal (SDG) 10: Reduced Inequalities, which

calls for inclusive learning opportunities that facilitate diverse learner needs. In this context, there is an

increasing need for lightweight, mobile-friendly tools that allow learners to not only engage in discussion,

receive instruction, but also able to revisit class content at their own pace without having to face the pressure

of synchronous interaction or rigid digital interfaces (Mohd Dollah et al., 2021).

This innovation project aims to:

Telegram was utilised as an informal online discussion platform, where the instructor posted weekly

instructions and discussion prompts during class time. This practice has allowed students to join and

participate in discussions live, albeit their physical location, and were still able to contribute to them after class

if they were unable to join due to valid reasons. The familiar chat format supported ongoing engagement and

made it easier for students to connect with lesson content, even outside designated class time. This flexible,

mobile-accessible design supports SDG 4: Quality Education, as it promotes inclusive and learner-centred

practices, and aligns with SDG 11: Sustainable Cities and Communities, by supporting learning continuity and

accessibility within varied campus environments, including those where students face mobility or location-

based challenges.

To evaluate the innovation, a Google Form survey was administered at the end of the semester, comprising

Likert-scale and open-ended questions. The survey explored students' experiences in terms of accessibility,

engagement, confidence, and learning support. The instrument design and analytical approach were guided by

previous studies on mobile learning platforms in ESL contexts (Md Yusof & Abdullah, 2025; Mohd Dollah et

Responses from 31 students indicate that Telegram supported engagement and flexibility in the blended

learning setting. Most students agreed or strongly agreed that Telegram helped them stay connected with class

content, participate when not physically present, and review past discussions. Sixteen students strongly agreed

and thirteen agreed that Telegram made it easier to engage while in between classes. Eleven students strongly

agreed and fifteen agreed that they felt more comfortable sharing in Telegram discussions than in face-to-face

sessions. These findings suggest that Telegram worked well for students who needed more time to respond,

were moving between classes, or preferred text-based participation. A summary of responses to the Likert-

scale items is presented in Table 1.

The survey results are supported by open-ended comments from the students. Many students were really

appreciative of how Telegram helped them stay updated with class instructions and announcements. One

and another shared, “More comfortable in chat.”

quiet participation, which are particularly valuable in blended learning environments where student mobility

and confidence vary.

This approach has potential to be expanded into simple instructional strategies for other educators from

different fields of academia. Since Telegram is already ubiquitous and does not require technical training, the

method is easily adopted and cost-effective. The integration of Telegram into education particularly ESL

learning context could be promoted through training sessions, mobile-based ESL teaching modules or shared

revisit and reflect on afterward. Unlike conventional LMS platforms, Telegram offers a more natural and

flexible interaction style that better suits with students' communication habits and their constant movement

between physical classes.

From a theoretical perspective, the novelty lies in bringing together insights from Mobile-Assisted Language

Learning (MALL) and Sociocultural Theory. MALL highlights the role of mobile devices in providing

flexible, ubiquitous opportunities for language practice, making Telegram an appropriate tool to support on-

the-move learners (Burston & Giannakou, 2021). Meanwhile, Sociocultural Theory, particularly through the

lens of Vygotsky’s concept of mediated learning and scaffolding, explains how peer-to-peer and student-

instructor interaction in the chat space creates opportunities for collaboration, reflection, and shared meaning-

making (Vygotsky, 1978; Lantolf & Thorne, 2006). By combining these two perspectives, the integration of

Telegram can be understood not only as a technical solution, but also as a pedagogically meaningful practice

grounded in established theories of language learning.

Future adaptations of using Telegram’s additional features, such as pinned messages, multimedia sharing, and

structured comment sections or topic-based threads, to further enhance student engagement in learning are very

16(05), 169–198. https://doi.org/10.3991/ijim.v16i05.28129

development. Oxford University Press.