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Article

Student and Language Teacher Perceptions of Using a WeChat-Based MALL Program during the COVID-19 Pandemic at a Chinese University

by
Fan Li
School of Education, College of Arts, Law and Education, University of Tasmania, Newnham Campus, Newnham, TAS 7248, Australia
Educ. Sci. 2023, 13(3), 236; https://doi.org/10.3390/educsci13030236
Submission received: 10 January 2023 / Revised: 16 February 2023 / Accepted: 21 February 2023 / Published: 23 February 2023
(This article belongs to the Special Issue Embracing Online Pedagogy: The New Normal for Higher Education)
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Abstract

:
The outbreak of COVID-19 has impacted conventional educational practice in universities worldwide. Chinese universities are no exception. WeChat, a social application widely used in China, has been considered a viable tool for language education. However, the perspectives of Chinese university students and English language teachers in terms of using WeChat for English vocabulary learning and teaching during the pandemic remain unclear. The aim of the present study was twofold: First, it explored Chinese university students’ and language teachers’ opinions of adopting a self-developed WeChat-assisted lexical-learning program (the WALL program) during COVID-19. Second, it gathered their evaluations of the WALL program. To achieve the aim, two sets of semi-structured interviews were used to gather qualitative data about five students’ and three English language teachers’ perceptions at a university in northern China. The results first revealed that the eight participants showed overwhelming opinions in support of adopting the program for vocabulary learning and teaching during the pandemic. In addition, it received mostly positive evaluations. However, the program had two main drawbacks: distracting learning environments and uncertain learning effects. The present study then made recommendations for future WeChat-based language learning and teaching programs. The findings are expected to provide pedagogical insights for tertiary educational institutions, practitioners, and students in the chosen context in order to deal with the future design and implementation of sound MALL-based approaches.

1. Introduction

The COVID-19 pandemic has caused massive disruption to education worldwide. To contain the pandemic, China mandated nationwide school closure at the end of February 2020 [1]. An initiative in China, “Suspending Classes without Stopping Learning”, switched higher education (HE) online [2]. Learning using various mobile technologies outweighed conventional classroom-based learning in most Chinese universities during the pandemic [3,4]. The phenomenon that mobile devices, such as mobile phones or smartphones, are used to assist language learning in formal and/or informal environments is referred to as mobile-assisted language learning (MALL) [5]. MALL features ubiquity, social interactivity, authenticity, multimodality, and motivation enhancement [6,7,8,9].
MALL is increasingly prevalent in HE practices [10]. MALL pedagogies were adopted widely among Chinese students and language teachers as a preferred university English learning approach during the pandemic [11,12]. However, due to unexpected and sudden changes in learning environments and modes, Chinese university students and teachers faced numerous challenges in online educational infrastructure, IT-related skills and knowledge, and academic success [13]. These challenges led to a growing concern about the mobile technology-related educational experiences of Chinese university students and teachers during the pandemic [14]. These challenges thus called for the ways in which students and teachers might perceive and evaluate MALL in Chinese HE sectors to be revealed. This was because MALL pedagogies remained problematic under such circumstances. Nonetheless, many positive findings have reported the advantages and affordances of implementing MALL pedagogies for university English educational practices in the chosen context [14,15]. Therefore, this study aimed to fill this gap by exploring Chinese university students’ and language teachers’ perceptions of using a WeChat-based MALL program for English vocabulary learning and teaching during COVID-19.

2. Literature Review

MALL studies were inadequate during the pandemic, despite them having been well-researched in past decades [16]. More explorations were required [17] because findings in normal times could arguably provide valid interpretations for relevant accounts under pandemic circumstances [18]. According to the wealth of literature, sociocultural theory was frequently adopted to scaffold MALL studies in this period [19]. However, the situated learning theory (SLT) [20], under the umbrella of sociocultural theory, remained overlooked. Nevertheless, different SLT elements have been discussed in MALL practices, such as collaboration [21]. The SLT propounds that learning is produced and developed by its embeddedness and situatedness in authentic activities and contexts by learners’ constant engagement, as they are apprentices in the socially built contexts of practice [20]. The two most widely recognised SLT components are legitimate peripheral participation (LPP) and communities of practice (CoPs) [20]. By LPP, learners obtain knowledge and master skills in authentic practice, and they develop from novices into total participants gradually by interacting with other full participants [20]. In addition, CoPs refer to a context in which learners acquire knowledge and skills, strengthen sociocultural competence, and cultivate personality traits by jointly participating in interactivities with shared practical goals [20,22]. Therefore, echoed by the MALL features mentioned previously, the SLT was adopted as the theoretical framework of the present study in order to understand MALL practices during the pandemic.
Most extant empirical studies on MALL in the literature at tertiary levels during COVID-19 focused on discovering participant opinions and their experiences of adopting MALL pedagogies. For example, university students and teachers primarily held optimistic attitudes towards transitioning to mobile-assisted Russian learning [23]. Several Chinese studies also yielded positive results: one example is that most Chinese university students supported MALL as it enhanced their learning autonomy for university English courses [24]. In addition, university students accepted the affordances and use of mobile technologies for online English learning during the lockdown period [25], especially mobile phones and social applications [26]. Another study found that students were more compelled to use MALL-based pedagogies than conventional learning methods during the pandemic [14].
Most reviewed MALL empirical studies, however, did not consider the device and application types used when investigating participants’ opinions. This variable is important because different mobile technologies have been used for language education in China [27]. In addition, factors, including user groups, academic contexts, and applications applied, can influence the understanding of MALL and the research findings greatly [28]. In this regard, the present study focused on using one particular application, WeChat, given its high popularity among Chinese university students [29]. One existing study has confirmed that some nationwide popular live platforms in China, especially WeChat, have significant affordances in supporting university English courses [30]. Some other studies that specifically focused on using WeChat for university English education found that WeChat-based tools have been well accepted by Chinese university students for English pronunciation learning during the pandemic [19]. Another study reported that participants favoured implementing WeChat for personal English-speaking tutoring [31]. However, as the most researched language-teaching area in MALL in pre-pandemic times, vocabulary was under-researched during COVID-19 [32]. Vocabulary acquisition is particularly challenging for Chinese English learners, and it receives more attention than other language teaching areas [33]. Therefore, it calls for further explorations of how students and language teachers perceive WeChat-assisted English language vocabulary learning and teaching in Chinese HE contexts during COVID-19.

3. Research Aim and Questions

The present study aimed to explore Chinese university students’ and language teachers’ perceptions of using WeChat for English vocabulary learning and teaching during the pandemic. To achieve this aim, a WeChat-assisted lexical-learning program (the WALL program) was developed by the researcher. Five students and three English language teachers at a university in northern China were interviewed about their opinions of the program after the approximately one-month program delivery, from 24 May to 21 June 2020. The following questions were to be addressed:
(1)
What were Chinese university students’ and language teachers’ opinions of using the self-developed WALL program for university English vocabulary learning and teaching during the pandemic?
(2)
What were Chinese university students’ and language teachers’ evaluations of the WALL program?

4. Research Methods

4.1. Research Design

The research design underpinning the present study was a qualitative case study. This study, under a larger-scope mixed-methods research project, reported qualitative data about five students’ and three language teachers’ perceptions of using the WALL program for vocabulary learning and teaching during the pandemic. The qualitative data were gathered using two sets of semi-structured interviews in the qualitative phase of the project. The quantitative findings in the quantitative phase have been published in a separate paper [34]. A qualitative approach was adopted because it allowed the researcher to explore and understand the meaning the participants attributed to the research problem via emerging questions, collecting data in participant settings, analysing data inductively, building general themes, and interpreting data [35]. In addition, a case study helped the researcher to explore a real-life contemporary bounded system, or multiple bounded systems over time, through the collection of detailed, in-depth information and report themes, and descriptions of the case [36].

4.2. Participants and Sampling Techniques

As mentioned above, this case study involved the participation of five students and three English language teachers in two sets of semi-structured interviews. The duration of the three language teachers’ working experiences in higher-education contexts varied from 10 to 15 years. Initially, the teachers nominated the intact classes they were assigned to. All students (N = 133) and the teachers trialled the WALL program for around one month. Of the students, five consented to participate in the semi-structured interviews. They contacted the researcher via email after the program delivery. Table 1 below presents the details of the eight interview participants: five students and three language teachers. This sample size was acceptable because case studies generally include about four to five cases [35]. In addition, sample sizes for qualitative research are not generally justified, as long as they are large enough to sufficiently describe the phenomenon of interest and address the research questions [37,38].
University students were purposively chosen as the sample group because learning at tertiary levels is more independent [39]. Another reason was that the WALL program was to be delivered on mobile phones, and China has a large population of mobile-phone users in universities [40]. In addition, only the students in Year One and Year Two were purposively recruited. This was because non-English majors in most Chinese universities usually complete English courses at the end of their second year. This student group was thus considered the most suitable for this study.

4.3. Research Instruments

4.3.1. The WeChat-Assisted Language Learning Program (the WALL Program)

The WALL program was designed for university English vocabulary learning. Learning materials, practice and drills, and additional learning resources were delivered on a self-designed WeChat public account. The students and teachers received notification messages at around one o’clock in the afternoon every day during the program delivery period. The learning resources covered a wide variety of knowledge about Tasmania, Australia, including natural scenery, wild animals, daily life, and local cultures. Learning materials were presented in forms of texts (with graphics), audio, and video clips (as shown in Figure 1). The program also provided daily practice and drills in the form of tests (as shown in Figure 2). The length of the intervention duration was around one month. This was determined because an intervention or treatment that is less than one month benefits participant improvement [41]. Longer program lengths could cause fatigue [42] if the novelty effect of the WALL program wore off among the participants over time [43].

4.3.2. Semi-Structured Interviews

Two sets of ten semi-structured interview questions were used to explore both students’ and language teachers’ perceptions of using the WALL program for English vocabulary learning and teaching during the pandemic (as shown in Table 2). The interview questions were devised based on the research aim and informed by the relevant literature [44]. Interviews, as a qualitative research approach, helped the researcher analyse the data naturally by eliciting information that was difficult to obtain using other data collection techniques, such as the observation of feelings, thoughts, and intentions [45,46]. In addition, compared to unstructured and structured interviews, semi-structured interviews allowed the interviewer to receive guidance and take in interaction, and interviewees had more freedom to express their views on their own terms [47]. The reason for this was that semi-structured interview questions are generally prepared and given to respondents in a random order or without a predetermined wording [46].

5. Data Analysis

In this study, the following qualitative data were gathered from the eight participants: five students’ and three language teachers’ answers to the two sets of ten semi-structured interview questions. The interview questions collected their perceptions of using the WALL program for vocabulary learning and teaching based on their understanding and experiences. The participants were offered an outline of the interview questions in advance so that they could better prepare for the interviews. The process of analysing qualitative data allowed the researcher to have an insider’s view of the field via a close association with both the participants and activities in the natural setting [48]. The qualitative data collected from the semi-structured interviews were in a textual format. The interview data were first audio-taped and then transcribed into text. After transcribing the raw data, the researcher read through the interview transcripts carefully. Thematic analysis was then adopted to interpret the qualitative data. This helped the researcher to identify, analyse, and report the emerging themes regarding the students’ and language teachers’ perceptions of the WALL program [49]. The NVivo software version 14.0 was used to transcribe the responses because of its effectiveness in transcribing, organising, interpreting, and analysing qualitative data in various formats, such as documents, texts, and audiotapes [39]. In addition, it categorised the data systematically [50].

6. Results

As mentioned above, the qualitative data were gathered from the two sets of ten interview questions. The data were used to address the research aim concerning the students’ and language teachers’ perceptions of the WALL program. In total, there were eight participants: five students and three language teachers participated in the semi-structured interviews. The lengths of the interviews ranged from 15 min to 25 min. After the interviews, the interview data were transcribed into texts for data analysis. Table 3 below presents the themes and sub-themes that emerged from the data. It also shows the numbers of comments, which indicate the frequencies of the themes mentioned by the participants.

6.1. Theme 1: Students’ and Language Teachers’ Evaluations of the WALL Program

The most important theme that emerged from the students’ and language teachers’ responses was their evaluation of the WALL program, which had 76 comments. The theme showed that they held overwhelming positive attitudes towards the WALL program. It specifically focused on the program design and the designed vocabulary-learning activities, followed by the delivered vocabulary-learning resources.

6.1.1. Program Design

Most participants commented on the design of the WALL program. Examples are provided by three students and one language teacher who showed their approval:
The research team made the right decision because we use WeChat and public accounts every day. They are a part of my life. So, it’s natural to use WeChat, even for learning purposes. (Student No. 4)
WeChat and public accounts empower us with instant messaging, including voice and video calls, with lovely widgets and GIFs. Also, public accounts provide us with information in different forms, like texts, graphics, audio, and videos. (Student No. 2)
The topics in the bonus resources were entertaining to read. They were about different aspects of the introduced place, such as traffic rules. These greatly raised my motivation in reading the posts because I had rarely heard about or known these things before. I was attracted to find out more about the topics and to use the program in the long term. (Student No. 3)
I saw most students were fascinated by the topics. They were able to know about a particular location overseas, ranging from its local cultures, social life, and natural scenery. As the teacher, I was also intrigued by these contents because I felt curious about the contents. (Lecturer No. 3)

6.1.2. Delivered Learning Resources

The sub-theme that had the second most comments was the students’ and language teachers’ supportive comments about the delivered vocabulary-learning resources. They showed a primary focus on the multimodal ways of delivering the content, namely audio, video clips, and texts. Supportive examples for this were provided by two students and two language teachers by saying the following:
The audio materials were an effective tool for the students with different language-proficiency levels because they were able to select the speeds that suited them the best, namely slow, medium, and fast. For me, I often selected the slow speed for intensive vocabulary learning, writing down each word as I could. I practiced my listening skills using the medium speed. The fast speed helped me improve my speaking and fluency. These three speeds were used differently for personalised learning purposes. (Student No. 5)
The audio-formatted resources helped the students learn vocabulary and benefited their different language skills, such as listening and speaking. They were able to read after the audio or scripts. It was also like a level-up game that motivated the students in achieving the learning tasks due to the different speeds. They could move up to the next level, which was more challenging, after they had managed the current difficulty level. (Lecturer No. 1)
The videos improved my different language skills, such as listening, speaking, and translating. This was because videos combined textual, audio, and visual information together for vocabulary learning. Also, lexical knowledge became more vivid than the content presented in plain texts in my textbooks. Sometimes, the videos were a good way of entertainment after study. (Student No. 1)
Memorising new words in the conventional way, such as rote learning, copying wordlists, and doing dictations, remains a pervasive approach for vocabulary learning in most Chinese universities. I believe there are some teachers and students who still prefer text-formatted materials. As well, remembering the word form was the most direct and regular approach for the students to learn vocabulary. It was particularly true for non-English major students, like those recruited in this research project. (Lecturer No. 2)

6.1.3. Designed Learning Activities

Apart from the two sub-themes above, the students and language teachers showed positive attitudes towards the designed vocabulary-learning activities. They mainly praised the daily lexical practice, drills and the bonus resources. Examples were provided by one student and one teacher by claiming the following:
The daily practice successfully enhanced my vocabulary-learning outcomes. Because doing follow-up practice helped me have a deeper impression of and a better memory of the lexical knowledge and items I learned. Also, the daily practice pushed me to review the lexical items every day after learning the delivered learning content. (Student No. 3)
The daily practice, as spaced repetitions of the target lexical knowledge, strengthened lexical-learning effects through frequent reviewing of the learning materials. As well, the students were able to examine their learning achievements or performances. (Lecturer No. 1)

6.2. Theme 2: Advantages of WeChat-Based Learning Approaches

The second most mentioned theme was the advantages of the WeChat-based learning approaches (N = 49). This theme indicated that the students and language teachers believed that WeChat-based learning approaches had the advantages of learner friendliness, motivation enhancement, and support for collaborative learning.

6.2.1. Learner Friendliness

Within this theme, the learner friendliness of the WeChat-based learning approaches received the most comments. Two students provided further explanations by stating the following:
WeChat-based learning approaches made vocabulary learning easy for me. Because learning was more convenient, compared to the traditional methods I used to apply, such as reciting target lexical items in my English textbook. I mean, I didn’t have to bring learning materials to learn vocabulary. All I needed was WeChat on my mobile phone. (Student No. 4)
I was able to learn vocabulary anytime and anywhere. For example, when I was on the go, such as heading to classrooms or for the next classes, I was able to listen to the audio materials. Also, when I was on the shuttle bus to the apartment and lining up in the cafeteria, I was able to see the short videos on the program. I didn’t need to sit in the classroom or library to learn. More importantly, I was able to take notes using my phone. (Student No. 5)

6.2.2. Motivation Enhancement

The sub-theme that had the second most comments was the enhancement of learning motivation. Two language teachers supported this idea by claiming the following:
Most students in my class tended to have a stronger interest in learning the target lexical items delivered on the program. For instance, some watched the videos before classes and during class breaks. Some discussed the content they had problems with partners and in groups. Also, some students asked me for help. They were fascinated with the learning content and topics and would like to learn more about the target vocabulary actively, compared to their old learning behaviours. (Lecturer No. 3)
Most students showed stronger learning motivation because they found WeChat-based learning approaches interesting to use. They engaged in learning the target lexical items and using the WeChat-based program because of the sense of novelty. As a language teacher, I found it fun to use WeChat for vocabulary teaching myself, as well. (Lecturer No. 2)

6.2.3. Support for Collaborative Learning

Another sub-theme was the collaborative vocabulary-learning activities supported by the WeChat-based learning approaches. Examples from two students are shown below:
WeChat-based learning approaches supported my vocabulary learning with my fellows. I often learned the target lexical items delivered by the program with my best friends or roommates. As well, we quizzed each other on some important lexical content. Additionally, if I had some problems with the delivered lexical-learning content, I was able to leave messages to or have instant communication with the straight—A students in my class. If they couldn’t figure out the answers, I would turn to my teacher for learning assistance and guidance on WeChat. (Student No. 3)
We recited the target lexical items together after class. We also did the vocabulary quizzes on the program in groups to check how well we had learned. We often quizzed each other. WeChat provided instant communication and prompt learning assistance. We were able to get help from our fellow students and teachers. (Student No. 1)

6.3. Theme 3: Problems of the WALL Program

The last theme was about the problems of the WALL program. This received only 14 comments. The students and language teachers argued that the WALL program had distracting learning environments and uncertain learning effects.

6.3.1. Distracting Learning Environments

Within this theme, the distracting learning environments of the WALL program received more comments than the other sub-theme. Two students and one teacher mentioned this by clarifying as follows:
It was hard to stay focused due to the inevitable distractions. I mean, there were unexpected messages on WeChat when I was learning vocabulary or watching the videos using the program. There was not much I could do about it, since WeChat is a social app. (Student No. 4)
It was hard to focus on learning vocabulary using the program because of the disturbances on WeChat and mobile phones. Unlike in classrooms where teachers are always around, I found it challenging to ensure my learning efficiency and outcomes. (Student No. 5)

6.3.2. Uncertain Learning Effects

The other sub-theme included the uncertain learning effects of the WALL program. An example of this was provided by one language teacher:
The students could not have satisfactory learning outcomes when using the program for vocabulary learning. It was less likely to make sure their learning engagement, learning attitudes, and learning behaviours in the program-based learning setting. (Lecturer No. 2)
This section presented the textually formatted qualitative data gathered from the five students’ and three language teachers’ semi-structured interview transcripts. The data were analysed using thematic analysis with NVivo software. Three themes emerged from the raw data: Evaluations of the WALL program, Advantages of WeChat-based approaches, and Problems of the WALL program. The next section will discuss the findings aligned with the existing literature through the lens of the SLT.

7. Discussion

This section will discuss the findings based on the qualitative results following the SLT. The findings were examined in light of the relevant literature to observe to what extent the findings of the present study supported or were opposed to other existing studies. The findings indicated that all the participants held positive opinions about the use of the WALL program for vocabulary learning and teaching during the pandemic. However, they also stated that the program had drawbacks. Following this, recommendations were further provided for future WeChat-based language learning and teaching programs in the chosen context.

7.1. Students’ and Language Teachers’ Perceptions of the WALL Program

The present study reported that the five students and three language teachers overwhelmingly supported using the self-designed WALL program for vocabulary learning and teaching during the pandemic. This finding is consistent with previous studies that found that social applications such as WeChat were considered viable tools for Chinese university English learning and teaching during COVID-19 [26,51]. In addition, aligned with another existing study, most of the recruited participants revealed positive attitudes to MALL approaches and experiences during the pandemic [25]. The reason for this was that WeChat had been increasingly adopted for foreign language education in China before the pandemic [10]. Most of the students and language teachers in the present study were familiar with WeChat and used it for different purposes in their daily lives. Thus, it was unlikely that they would find it challenging to use WeChat for academic purposes.
As LPP indicated, learning should be embedded in authentic situations in which relevant practices occur [52]. For instance, the WALL program empowered the students with multimedia-based vocabulary-learning resources, namely texts, audio, and video clips. These learning resources created authentic language-related environments mirroring real-life settings involving different language skills, such as listening and speaking. In addition, learning, as a social practice, has social features, and it occurs in a setting that is socially built [20]. The program, based on WeChat, an instant messaging application, allowed for both synchronous and asynchronous social activities between students and between students and teachers. Additionally, learners realised learning through a changing process in which they participated as apprentices [53]. The program helped the students achieve learning vocabulary through learning with and from more advantaged fellow students.
According to CoPs, the goal of obtaining knowledge is to use it for practical purposes [54]. For example, the designed vocabulary-learning activities were associated with the students’ practical needs in terms of exam-oriented university English learning, especially when taking tests. The delivered vocabulary-learning resources also suited the students’ personal needs and preferences by entitling them to different forms, namely texts, audio, and video clips. In addition, learners are interconnected due to their same learning goals [55]. The program supported vocabulary learning interactivities centred on the same learning and teaching objective. Moreover, learners could change their mindsets and behaviours when engaging in community-based activities [56]. The students showed improved interest and increased engagement in learning vocabulary due to their participation in the learning interactivities and communities supported by the program.

7.2. Problems of the WALL Program

Some students and language teachers in the present study argued that using WeChat for university vocabulary learning and teaching under the pandemic circumstances remained problematic. They argued that the program had the following drawbacks: distracting learning environments and uncertain learning effects. This is congruent with the findings of several previous studies, which found that MALL-based approaches generally have several issues; these include external distractions and disturbances and uneven effectiveness [28,34,57]. Supported by other existing research, Chinese university students have experienced challenges in terms of obtaining satisfactory learning performances in online learning settings during the pandemic, owing to concentration difficulties and distractions [58]. These defects deterred the participants in the present study from providing satisfactory evaluations on WeChat-based learning and teaching approaches. Supported by a recent study, some surveyed participants held neutral attitudes towards using WeChat for language educational practices, due to its adverse effects [59].

7.3. Recommendations for Future WeChat-Based Language Learning and Teaching Programs

In light of the abovementioned problems, this study makes several recommendations for future WeChat-based language learning and teaching programs. First, WeChat-based language learning and teaching programs should provide learning environments involving the participation and support of learning instructors. This is because instructors are conducive to learners’ learning outcomes and engagement in mobile-based learning environments [60]. In other words, teachers potentially play a vital role in mediating students’ learning performances by providing learning supervision and guidance in WeChat-based learning environments. Another recommendation is that WeChat-based language learning and teaching programs should focus on the development of learners’ various academic abilities in WeChat-based learning contexts to ensure their learning outcomes. For instance, such programs can provide different learning activities, such as group learning activities, where students can cultivate self-regulated learning abilities. This is because mobile-assisted learning is more like a self-paced learning style than a teacher-led instruction [61]. The third recommendation is that instructors be required to update their technical skills to ensure the quality of teaching when adopting WeChat-based programs for language education. The reason for this is that teachers might grapple with unfamiliar technologies due to their lack of information technology literacy for mobile-assisted teaching purposes [62].

8. Limitations and Suggestions

The present study has several limitations. First, the sample size (N = 8) in this qualitative case study was small. Consequently, the findings might not be able to interpret and present the situations at other universities in different regions of China. Further studies should have a larger sample size and if feasible, cover a wider geographical range to provide a larger picture of relevant accounts. Second, the selected topics and program design might be attributed to students’ less satisfactory participation intentions and willingness to participate in this study. As [58] mentioned, issues regarding the design and quality of the delivered learning materials could largely influence learners’ learning motivation and outcomes. Future studies are expected to involve diverse topics for language learning. Third, since MALL-based approaches have been used for different language teaching areas [63], apart from vocabulary, other language skills or a combination of different language teaching areas should be investigated in future studies. Fourth, the interview questions only slightly touched on factors such as learning motivation and learner autonomy. Future studies are suggested to probe into these factors under the relevant researched topics of MALL. Lastly, longer intervention duration length is recommended if possible.

9. Conclusions

This study explored Chinese university students’ and language teachers’ perceptions of using WeChat for English vocabulary learning and teaching during the pandemic. According to the qualitative results, the students and language teachers primarily favoured using the WALL program for university vocabulary learning during the pandemic. In addition, they evidenced that WeChat-based approaches empowered learner friendliness, enhanced learning motivation, and supported collaborative learning. This was because the program created authentic learning environments, was associated with practical learning needs, provided social interaction, supported learning interactivities, and impacted learning behaviours. However, some participants argued that WeChat-based approaches had the following pronounced drawbacks: distracting learning environments and uncertain learning effects. In light of the disadvantages, the present study then made recommendations for future WeChat-based language learning and teaching programs, including the involvement of instructors, the development of learner academic abilities, and the improvement of instructor IT-related knowledge and skills.
At the microscale level, the present study was anticipated to troubleshoot potential issues in regard to adopting WeChat for English language education in Chinese HE contexts during COVID-19 and post-COVID-19 periods. From the macro-level perspective, the results of this study may provide a valuable reference point for future studies that aim to design and develop MALL-based pedagogically sound approaches to ensure efficient and effective learning and teaching.

Funding

This research received no external funding.

Institutional Review Board Statement

The study was conducted in accordance with the Declaration of Helsinki, and approved by the Human Research Ethics Committee (HREC) of the University of Tasmania (UTAS), Australia (protocol code H67547 and on 15 April 2020).

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

The data presented in this study are available on request from the author.

Conflicts of Interest

The author declares no conflict of interest.

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Education 13 00236 g001 550
Figure 1. Examples of vocabulary-learning resources. (a) Video-formatted learning resources with English and Chinese subtitles (b) Audio-formatted learning resources at the different speeds (c) Text-formatted learning resources with English and Chinese transcripts.
Figure 1. Examples of vocabulary-learning resources. (a) Video-formatted learning resources with English and Chinese subtitles (b) Audio-formatted learning resources at the different speeds (c) Text-formatted learning resources with English and Chinese transcripts.
Education 13 00236 g001
Education 13 00236 g002 550
Figure 2. An example of daily practice and drills in the form of tests.
Figure 2. An example of daily practice and drills in the form of tests.
Education 13 00236 g002
Table
Table 1. Detailed information about the eight interview participants.
Table 1. Detailed information about the eight interview participants.
Academic Faculties/Disciplines/SchoolsStudents (n = 5)Teachers (n = 3)
ArchitectureNo. 1FY1No. 1F
ChemistryNo. 2MY1No. 2M
Information TechnologyNo. 3
No. 4		M
F		Y1
Y2		No. 3F
Media and CommunicationNo. 5FY2N/A
M = Male; F = Female; Y1 = Year One; Y2 = Year Two.
Table
Table 2. Overview of the interview questions.
Table 2. Overview of the interview questions.
Q1. What is your opinion of using WeChat for vocabulary learning/teaching?
Q2. How is mobile-based vocabulary learning different from the learning/teaching method(s) you have used before? Apart from what has been offered in the WALL program, is there anything else you would expect?
Q3. How would you evaluate the WALL program?
Q4. Did you like using the WALL program? Why or why not?
Q5. How do you like the vocabulary-learning activities you participated in?
Q6. What is your opinion of the delivered learning resources?
Q7. Could you comment on the three forms of the delivered learning resources (namely texts, audio, and video clips)?
Q8. Is there anything you would like to suggest for the WALL program?
Q9. How do you think the WALL program has influenced your vocabulary learning/teaching?
Q10. How do you think the WALL program has influenced your/students’ motivation for vocabulary learning?
Table
Table 3. Overview of the identified themes, sub-themes, and number of comments.
Table 3. Overview of the identified themes, sub-themes, and number of comments.
ThemesSub-ThemesComments
Theme 1: Students’ and language teachers’ evaluations of the WALL program
  • Program design
  • Delivered learning resources
    ○
    Audio
    ○
    Video clips
    ○
    Texts
  • Designed learning activities
    ○
    Daily drills and practice
    ○
    Bonus resources
76
Theme 2: Advantages of WeChat-based learning approaches
  • Learner-friendliness
  • Motivation enhancement
  • Support for collaborative learning
49
Theme 3: Problems of the WALL program
  • Distracting learning environments
  • Uncertain learning effects
14
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Li, F. Student and Language Teacher Perceptions of Using a WeChat-Based MALL Program during the COVID-19 Pandemic at a Chinese University. Educ. Sci. 2023, 13, 236. https://doi.org/10.3390/educsci13030236

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Li F. Student and Language Teacher Perceptions of Using a WeChat-Based MALL Program during the COVID-19 Pandemic at a Chinese University. Education Sciences. 2023; 13(3):236. https://doi.org/10.3390/educsci13030236

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Li, Fan. 2023. "Student and Language Teacher Perceptions of Using a WeChat-Based MALL Program during the COVID-19 Pandemic at a Chinese University" Education Sciences 13, no. 3: 236. https://doi.org/10.3390/educsci13030236

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