Perceptions of 3rd year TESL students in University of Malaya towards Edmodo in language learning

Conventional approaches in language learning and teaching are no longer relevant for the 21st century learners and there is a demand for new creative approaches in education. The objectives of this study is to explore the perceptions of Third Year students specializing in Teaching English as Second Language (TESL) at University Malaya towards Edmodo in language learning. This study employed a detailed qualitative study to elicit the potentials of Edmodo in English language learning. The
research employed purposive sampling focusing on four TESL students from 2012/2013 intake at Faculty of Education. The research framework used was a
combination of constructivism, hermeneutics, symbolic interactionism and interpretivism which focus on the process of meaning-making and interpretation of the phenomenon under studied. It aimed to generate insights through in depth
interviews, photographs and concept maps from the participants on the use of Edmodo in English language learning. The findings were presented in a narrative manner. Evidently, participants were very receptive towards the use of Edmodo in language learning which subsequently led to opinions on ways Edmodo assisted language learning. The findings revealed three core categories consist of the prelude to the phenomenon, comprehension on the realm of Edmodo and its approaches in assisting language learning. Novelties of new knowledge emerged around the central themes of informal learning environment, enhancement of second language acquisition, its interface and outlook and drawbacks of Edmodo. The pedagogical implications of this research are related to how Edmodo may enable students to access learning resources beyond classroom, and empower student-centred learning by
supplementing learners with novelty of tasks, apt learning environment and mobility.