Introduction

Technology and its social media platforms have brought tremendous changes in human
lives as well as in different sectors such as business, health, science, education,
etc. Advanced technology has made various applications such as Facebook, WhatsApp,
Viber, Skype, WeChat, etc. available to all ages and backgrounds. These social
media platforms are popular in different contexts and regions based on the
popularity of the application. For example, WhatsApp is a highly used application
in Malaysia. Connectedly, Mister and Embi (2016) have researched students’
perceptions of using WhatsApp as a learning tool in Malaysian ESL classrooms. Their
study showed that WhatsApp is significant in helping students learn the language
better and enhancing their English proficiency by providing access to sharing
information, images, video links, pictures, etc. Similarly, in Nepal, social media
platforms are rated for tremendous societal connections between individuals to
rapidly get and share humongous worldwide information (Subedi & Subedi, 2020).
Likewise, the messenger is one of Nepal’s widely used smartphone applications for
different purposes. Since remote lessons were introduced during the pandemic in
Nepal, the messenger application has been well-liked for exchanging presentations,
notes, videos, and information links as well as for asking questions and receiving
prompt responses. Further, the application helps to create groups among the teacher
and students and allows users to share information. Thus, this study aims to
examine the significance of using Messenger as a learning tool and identify the
students’ attitudes and perceptions based on their use. It also targets to explore
its level of usefulness as a learning tool in the future. However, I am motivated
to carry out this study since this issue is relatively new and there haven’t been
many studies in Nepal.