Learning Vocabularies through WeChat: A Case Study of Chinese Lower-proficiency Students

Abstract

WeChat is an extremely popular social medium among Chinese students. This study designed and examined a WeChat-based environment in support of students’ English vocabulary learning. In a Comprehensive English class, a group of 21 Year-1 lower-proficiency college students were required to use new vocabularies to make sentences and post them to WeChat moments (friends circle) for others to share and learn. It is hoped students’ WeChat learning activities can consolidate their vocabulary learning. The data sources of this study included students’ WeChat logs, vocabulary tests during mid and end of instruction, and interviews with focus groups of students. The results showed all students participated in the online vocabulary learning tasks and their achievement on vocabulary tests maintained over time. However, students’ levels of engagement varied. The interview data revealed a number socio-cultural factors contributing to (or undermining) the students’ engagement and improvement, for example, good personal relationship, a growth mindset and a need to show off (or oppositely, a lack of trustworthiness and a concern for losing face). The implications of the study are discussed at the end of the paper.