Abstract
This paper reports on an exploratory study investigating WeChat-based learning efficiency in teaching Chinese as a foreign language (CFL). Generated from the Connectivism theory, this study aims at exploring the features of mobile-assisted teaching in an immersion CFL exchange program with the social communication app WeChat as a case in point. WeChat is a multimedia instant messenger application in China. In this two-year-long study, an action study was applied. A total of ten learners of elementary Chinese were involved. The participants received and submitted the assignment via WeChat and were asked to review language points on the weekly course posts. Their posts on WeChat Moments were recorded and then reconstructed into language learning content. This study adopted a mixed-method design. Data were collected through the course learning outcomes, an end-of-semester questionnaire, and follow-up interviews. The results show a positive reception from the learners on WeChat-based learning. This study observes (1) students’ evident linguistic development in the spontaneous expression on WeChat; (2) a substantial change toward learning with social media; (3) conscious and unconscious language input and output. Language learners reported that using WeChat (1) provided them with a better opportunity to communicate with native speakers; (2) enabled them to integrate knowledge into life; (3) helped them review class content and share thoughts more efficiently; (4) offered them a long-term supportive Chinese language community.However, the results also indicate that (1) personal preference to social media should be taken into consideration; (2) WeChat fails to foster autonomous learning in the students; (3) students’ participation and motivation declined towards the end of the program. In retrospect, monitoring and supervising WeChat usage when necessary, assigning the topics of the posts, and inspiring interest in learning language by solving real-life problems are recommended.
Highlights
With the popularity of mobile devices and Internet technology, digital learning has become a novel strategy, complementary to formal learning (Burston 2013)
The findings showed that compared to other SNSs (Social Networking Services), WeChat provided distinct affordances to the learners at different proficiency levels according to the affordance theory
From the overall investigation, we can see (1) evident linguistic gain of students’ spontaneous expression after 4 weeks’ study, and self-learning after 10 weeks’ study; (2) learners’ substantial attitude change toward social media-based language learning via proactive strategies; (3) extensive learning of Chinese through conscious or unconscious language input and output
Summary
With the popularity of mobile devices and Internet technology, digital learning has become a novel strategy, complementary to formal learning (Burston 2013). It has characteristics of mobility, network, personalization, and so on (Burston 2015; Chinnery 2006; Kukulska-Hulme 2009). These advantages are popular in Mobile-Assisted Language Learning (MALL). Under such circumstances, it is highly possible to employ mobile-app-assisted language teaching to enrich foreign language courses (Burston 2015; Chinnery 2006). With the Connectivism theory framework, this study designs a CFL course with the aid of WeChat and assesses how the language learners perceived WeChat-based learning. Before presenting the theoretical framework, research on WeChat-based language teaching is critically reviewed below
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