Telegram

This review examines Telegram as a communication platform for teaching and assessing pragmatics through a Global Englishes lens within mobile-assisted language learning. Telegram's multimodal features, including group chats, voice messaging, polls and multimedia sharing, support interaction-focused language activities and ongoing teacher−learner communication across diverse educational settings. The review discusses how these features may create opportunities for authentic pragmatic interaction and exposure to varied English-use contexts beyond traditional classroom discourse. At the same time, limitations related to moderation, pedagogical structure, privacy, digital safety and communicative norms are also examined. The review argues that Telegram's educational value depends largely on purposeful task design, teacher mediation and critical engagement with pragmatic variation in digital communication.