Enhancing International Students’ Engagement via Social Media – A Case Study of Wechat and Chinese Students at a Uk University

Cowley, Paul; Sun, Sally; Smith, Martin

doi:10.21125/inted.2017.1633

Cited by 5 publications

(4 citation statements)

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“…Furthermore, the validation of the self-developed is also missing in most studies. Only four articles among nine examined articles specially mentioned the validation of the instruments with inferential statistics (e.g., Cowley, Sun, & Smith, 2017;Wu, Fengteng, & Lindsay, 2022;Wang & Jiang, 2021;Tong, Yin, & Tsung, 2022). The self-developed questionnaires, especially the ones without any validation procurers might lessen the rigorousness of the studies.…”

Section: Research Methods and Instrumentsmentioning

confidence: 99%

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The Effect of WeChat Implementation on Learner Autonomy: A Systematic Review

Hui,

Liu,

Tang

2023

JSS

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Due to the fast development of technology and the gaining popularity of WeChat in China, almost all students are equipped with a smartphone and have a WeChat account. WeChat has become one of the most widely used social media in China. Therefore, reviewing the past publication to uncover the feasibility and impact of implementing WeChat in teaching to enhance learner autonomy would provide an insightful guide for future study. Hence, this article systematically reviewed research articles that explored the effect of WeChat implementation to enhance learner autonomy by especially focusing on the research design, findings, and the impact of using WeChat as a technologybased device in the classroom on learner autonomy. The findings from this review are divided due to the inconsistent research methods and the diversity of participants. Several implications are drawn from this review. In particular, future researchers are encouraged to carry out more rigorous studies with well-established instruments and be more specific regarding how the implementation of WeChat improves learner autonomy.

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Section: Research Methods and Instrumentsmentioning

confidence: 99%

“…Under such circumstances, learners have been given enough space to interact with each other (Wang & Jiang, 2021). Studies also indicated that the use of WeChat can improve students' autonomy since it reduces the learners' communication barrier between students and lectures (Cowley, Sun, & Smith, 2017).…”

Section: The Findings Of Wechat Pedagogymentioning

confidence: 99%

The Effect of WeChat Implementation on Learner Autonomy: A Systematic Review

Hui,

Liu,

Tang

2023

JSS

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“…However, in reality, research also showed it is a major concern that many Chinese students do not enjoy intercultural experiences Indeed, many Chinese students mainly or totally rely on what we term, 'the Chinese speaking circle' while they study in the UK: renting from Chinese landlords, eating in Chinese restaurants, socialising on WeChat. This study is not focused on how the Chinese students use WeChat to communicate with their friends; however, research showed that WeChat has facilitated Chinese learners to address key communication barriers and challenges encountered when they study abroad (Sun, Smith & Cowley 2017). Chinese students themselves admitted 'we just talk in Chinese because we're all Chinese people' (Bond 2019) but at the same time are frequently reported feeling frustrated at the lack of intercultural opportunities (Spencer-Oatey, et al 2017;Baker & Fang 2019).…”

Section: Introductionmentioning

confidence: 99%

The intercultural experiences of Chinese international students in the UK

Lin

Baker

2022

In. Lang. Cul. & Com.

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This paper aims to investigate a group of Chinese students' intercultural encounters studying in two articulation programmes in one British university and analyses the barriers that seem to exist between them, home and other international students. This research is qualitative in nature. Thematic analysis of sixteen Chinese students' interviews and reflective narratives were adopted. A core finding is that the power of the 'Chinese circle' provides this group with a comfortable zone but also presents a barrier to engaging in intercultural communication and developing more intercultural identities. Contributing factors to this pull of the Chinese circle include changing attitudes to English and Chinese language, negative intercultural experiences, and a lack of awareness of intercultural identity. It is suggested that universities should diversify their international recruitment, enhance intercultural education and training provided for all international students before and during their studies abroad.

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“…Moreover, compared to Facebook and Twitter, Renren (a Chinese social media platform) was more prevalent among Chinese international students as an online social tool for communicating with others in the United States (US; Saw et al, 2013). In addition, WeChat (a Chinese social media app) was more frequently used by Chinese international students as a tool to address communication barriers and study challenges within their university experience in the UK (Cowley et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Telecollaboration Tool Preferences for Online Intercultural Learning in Higher Education: Perspectives of Chinese International Students

Zhang

Goodman

2023

Sage Open

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Communication and learning across cultures is always a challenge during the development of educational internationalization. Higher education institutions worldwide are progressively under pressure to support and embrace multicultural student bodies and intercultural exchange. In recent years, some overseas universities have conducted opportunities for online pre-communication and interaction with local students and staff via telecollaboration tools for their incoming international students. It seems that telecollaboration can positively develop students’ multicultural communication skills based on appropriate online communication tools. However, we think it is important to consider students’ cultural contexts and individual preferences and needs to choose a suitable telecollaboration tool for online intercultural learning. This study explored Chinese international students’ (one of the largest mobile student groups worldwide at the tertiary level) uses and opinions regarding what online communication tool would be the most appropriate telecollaboration tool to support effective online intercultural learning. These participants’ uses for and views regarding the online telecollaboration tools were gathered through a mixed-method analysis of an online questionnaire’s responses and a focus group’s interview responses with a semi-structured questionnaire. The results indicated that although online communication tools, such as email and video chatting, were convenient for communicating and sharing information with others, these tools cannot entirely satisfy participants’ demands for an effective online intercultural learning experience. The results revealed that virtual environments have the features of meeting participants’ preferences for the desired telecollaboration tool and have a positive potential to deliver an effective online intercultural learning environment.

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Enhancing International Students’ Engagement via Social Media – A Case Study of Wechat and Chinese Students at a Uk University

Cited by 5 publications

References 0 publications

The Effect of WeChat Implementation on Learner Autonomy: A Systematic Review

The Effect of WeChat Implementation on Learner Autonomy: A Systematic Review

The intercultural experiences of Chinese international students in the UK

Telecollaboration Tool Preferences for Online Intercultural Learning in Higher Education: Perspectives of Chinese International Students

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