5. Using WeChat for language learning in China

This artifact is a paper that I wrote for MDDE 690 Independent Study (Fall 2020).  It displays qualitative and quantitative research that I did for using WeChat to promote conversational English in an online English Language program.  Based on this study, I modified the course and I will be watching to determine the impact. 

 One subject that has baffled me has been which technology is guaranteed to be acceptable within China. Applications such as Google and YouTube are banned by the Chinese government and students would not have access to some of the programs that are used in Western education. It can be quite frustrating at times to discover new applications and to realize that it won’t work for my students (1.1, 1.2).

 I looked at some of the current research which addressed student shyness and social learning.  Research from (Barkanyi, 2018) spoke of the need for language educators to address social anxiety. Flipped learning allowed students to rehearse dialogue (MOK, 2014). Students could self-correct by listening to peers (Karim, Hemn & Mohammed, 2018) and social media provides anonymity  (Jiao, 2018) (1. 5). These studies tied together to make sense to me because I understood how many of my students had felt nervous and shy when speaking. (1.9)

 Social media and chat groups are ingrained within society and people in China use WeChat all the time. It is the all-in-one application that supplants Facebook, massager and Apple Pay. People use it to scan QR codes to pay for groceries and for general shopping. When they go for lunch, they use the QR code to pay or two go Dutch. I found that even little shops no longer wanted to take cash and opt for the convenience of WeChat pay (3.4) 

 I am nervous about developing English language programs on other platforms which I discovered during my studies. The students might be unable to access them due to government restrictions, they might also not be as familiar with the technology, and learning a new application could be difficult if they were struggling with English (1.1). My students were familiar with WeChat.  It was supported by the Chinese government so we would have no problem with being blocked as was the case with Google, Facebook, and some other programs. We could share photos, emojis, and discussions in WeChat groups (3.5).

 At the in-person staff meeting during the fall of 2019, teachers said cell phones were a problem in class because students were not paying attention. To me, using cellphones wasn’t a problem; It proved to be an opportunity and the research backed it up. Baker and Oswald provide evidence that anxiety over speaking face to face can be reduced by applications like Facebook. (5.7).

I had started using WeChat with my Chinese students when the courses were switched to online in the Spring of 2020. Through taking MDDE 690, Independent Study (Fall 2020). I looked at the limited research on the subject and also investigated what was happening with my students.  I decided to measure the effectiveness of using WeChat to promote student interaction (2.3, 5.3).

The findings led to making some changes in the course and following up with a video assignment in MDDE 614, International issues in Open and Distance Learning (Winter 2021).  Because the time that students speak in WeChat is recorded in seconds,  the conversational time is measurable. This allows us to set goals of how much they will speak in class and I have produced a marking rubric with 5% of the final mark assigned to the time that they participate in the online conversations. This provides motivation, particularly for the students who are shy but focused on doing well (1.13). 

Currently, much of the class time is dedicated to WeChat conversations. I think we all feel like we are being a bit rebellious by breaking tradition in this way. One thing I like about chatting on we chat is that people feel braver when it's not a face-to-face situation and for many of my students I'd like to see that they are actively engaging in conversation (3.4). I found that when they worked in the classroom and did group work, they would often switch to Chinese. However,  because conversations in WeChat are recorded, they can be replayed. This allows students to self-monitor and to be monitored in order to develop learning opportunities (3.6). 

 There are definitely pros and cons with WeChat.  For some students, this untraditional format was not considered a serious class and they would often sleep in or try and have a shower during class time. But in spite of that, using  WeChat was highly successful.

 I found that students spoke mainly during the middle part of the class. It would sometimes take a while for them to warm up and sometimes they would leave class early. I found that some groups spoke over 200 seconds each while some other groups struggled to speak 60 seconds each. I also found that if I interrupted the groups they would stop speaking.  I am therefore trying to not interrupt and to provide feedback at the end of class (1.7). 

How to be a better teacher for my students has been an ongoing feat and is one of the reasons that I love teaching.  I will be taking what I learned through this assignment, observing my class, and completing a media project for Assignment 2 in MDDE 614 showing communication through WeChat (2.1). I am very excited about studying the use of this technology further, both formally or informally.  

I have changed the format this semester and students will be expected to speak a minimum of 60 seconds per class. This will count towards a participation grade. Setting out clearly defined goals is something that I've learned the Chinese students value (1.10).

 I also did qualitative research to find out how they felt about the WeChat groups. They overwhelmingly found it to be the best part of the class. Some students even reported that they couldn't wait until the next class. They also reported that they missed the one-on-one interaction with the teacher.  This semester, I started to do a video call with each group, however, as noted above, interruptions tend to stop the flow of conversations (1.2).  I am considering two alternatives. First, students can request a video call.  The second solution is to provide each group with a short Screencast-o-Matic feedback video (3.1). I learned in MDDE 604 the importance of teacher interaction and I had started to give them assignment reviews using video (2.7).  

How to be a better teacher for my students has been an ongoing feat and is one of the reasons that I love teaching.  I will be taking what I learned through this assignment, observing my class, and completing a media project for Assignment 2 in MDDE 614 showing communication through WeChat (2.1). I am very excited about studying the use of this technology further, both formally or informally.  

Bárkányi, Z.,(2018). Can you teach me to speak? Oral practice and anxiety in a language MOOC. In F. Rosell-Aguilar, T. Beaven, & M. Fuertes Gutiérrez (Eds), Innovative language teaching and learning at university: integrating informal learning into formal language education (pp. 9-16). Research-publishing.net. https://doi.org/10.14705/rpnet.2018.22.771  

Baker.L.& Oswald,D. (2010) Shyness and Online Social Networking Services Marquette University, Journal of Social and Personal Relationships, Volume 27, No. 7 (November 2010): 873-889, DOI. © 2010 SAGE Publications. https://epublications.marquette.edu/cgi/viewcontent.cgi?article=1000&context=psych_fac

Karim, Hemn & Mohammed. (2018). Implementing Peer Teaching to Enhance English Students’ Language Learning: Kurdish EFL Teachers’ and Students’ Perspectives. journal of garmian university. 5. 1-24. 10.24271/garmian.300.

Jiao, Y. (2018). Understanding learner autonomy through MOOC-supported blended learning environments: an investigation into Chinese MA ELT students’ beliefs. In M. Orsini-Jones & S. Smith (Eds), Flipping the blend through MOOCs, MALL and OIL – new directions in CALL (pp. 33-40). Research-publishing.net. https://doi.org/10.14705/rpnet.2018.23.788

MOK, H. N. (2014). Teaching tip: The flipped classroom. Journal of Informations Systems Education, 25 (1). 7-11