Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange

Wang, Yuping; Fang, Wei-Chieh; Han, Julia; Chen, Nian-Shing

doi:10.14742/ajet.2640

Cited by 59 publications

(64 citation statements)

References 30 publications

(36 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ninety-one percent of Taiwanese between 12 and 65 years of age used LINE in the first half-year of 2016 (Yeh, 2017). Due to the personal and portable nature incorporated into learning, the Mobile Instant Messaging (MIM) app may have the potential to be employed as a compelling learning tool in higher education (Hsieh & Wu, 2013;Rambe & Bere, 2013;Van de Bogart & Wichadee, 2015;Wang et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The aim of this research is to identify students' perception of the utilization of wikis, LINE, and flipped teaching strategies in a Research Methodology course at a university in Taiwan. Q-methodology, a combination of qualitative and quantitative research, was employed for this study, and sixteen participants were asked to rank-order 30 statements related to the integration of wikis and LINE in a flipped classroom. Correlation, a centroid factor analysis, and judgmental rotation were used to identify the significant factors. The two factors that represented groups of participants with a similar perception were extracted and the results were as follows; (1) learners could be divided into those with a strong positive feeling about group-based activities and selfpaced learning (Collaborative Achiever) and those who had a positive reaction to collaboration, but expressed concern about tension caused by competition (Collaborative Competitor), and (2) all the participants agreed that they were highly engaged and motivated when using Wikispaces and LINE in the flipped classroom based on the advantages of a timely and easy-to-use IT environment, self-regulated learning, virtual community companion, collaborative work, and the building and sharing of knowledge. The theoretical and practical implications of the results were discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Chen

2017

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…By 2017, there had been over 938 million active users of WeChat in mainland China and overseas (Wikipedia 2017). Wang et al (2016) have explained the rationale in employing WeChat in a foreign language curriculum:…”

Section: Review Of Studies Using Wechat For Language Teachingmentioning

confidence: 99%

Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum

Jiang

2018

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

Under the task-based language teaching (TBLT) framework, this study investigated learners' perceptions of a WeChat task being integrated into a Chinese as a foreign language (CFL) curriculum. The WeChat task linked up learners of Chinese from an Australian university with native speakers of Chinese as international students on the same campus. The learner-native speaker pair were required to complete weekly assigned communication sub-tasks through WeChat for ten weeks in semester 2 of 2017. Both a questionnaire survey and an interview were conducted for data collection. Findings show that participants were very positive with the WeChat task. They expressed their enjoyment and satisfaction in completing the question-asking and answering interactions with native speakers through WeChat. As an important component of the tertiary CFL curriculum, the WeChat task was a great learning task to supplement classroom learning. It is also an ideal learning task that makes use of the native speaker resources and mobile assisted language learning technology to achieve the best learning outcome in teaching Chinese as a foreign language.

show abstract

“…Related to MIM use, studies have shown that it is easier to demonstrate social presence on MIM platforms compared to other forms of online communication, such as asynchronous online discussion forums (Tang & Hew, 2017). Two possible reasons were provided by previous studies: the easy expression of emotions with emotional icons in MIM applications Wang, Fang, Han and Chen (2016), and the possibility of immediate responses afforded by the notification function.…”

Section: Mobile Instant Messaging In Educationmentioning

confidence: 99%

“…By far, only one study (Wang et al 2016) examined the cognitive presence in the learning process, when knowledge was communicated and constructed together among students. Wang et al (2016) discussed two characteristics of MIM-enabled cognitive presence: easy to reach resolution and effective negotiation of meanings, facilitated by the availability of both audio and text chats. This study discussed all three dimensions of CoI, namely the teaching, social and cognitive presence in language learning.…”

Section: Mobile Instant Messaging In Educationmentioning

confidence: 99%

See 1 more Smart Citation

Student Cognitive Presence in Small Group Collaboration Facilitated by Mobile Instant Messaging

Qiao

Tang

Hew

2018

International Journal of Educational Technology and Learning

View full text Add to dashboard Cite

Cognitive presence describes the co-construction of knowledge in an online learning community. Few previous studies examined the development of cognitive presence in using mobile instant messaging (MIM) for academic purposes. Specifically, students nowadays set up small-size MIM discussion groups to work on group projects in higher education. No study has examined the establishment of cognitive presence in these small groups. This paper reports a multicase study, investigating three self-initiated discussion groups in higher education. Data were collected primarily from the online interactive records and students' semi-structured interviews. The Community of Inquiry framework was utilized as the guidance for coding process. The results show that students demonstrated cognitive presence in the group discussions, yet only 36% of the total messages contained indicators of cognitive presence. The majority (64%) of messages were on non-academic topics, such as greetings and casual social talks. In the interviews, we found students like using MIM for social purposes, but not for academic purposes, due to the social nature of MIM, the possible delayed responses, and the lack of -facilitators‖.

show abstract

Exploring the affordances of WeChat for facilitating teaching, social and cognitive presence in semi-synchronous language exchange

Cited by 59 publications

References 30 publications

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Utilizing Wikis and a LINE Messaging App in Flipped Classrooms

Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum

Student Cognitive Presence in Small Group Collaboration Facilitated by Mobile Instant Messaging

Contact Info

Product

Resources

About