Integrating WeChat into Blended Learning: Implications for Participation in Chinese Language Education

Abstract

The integration of social media into blended learning strategies is gaining increasing traction within language education. This study examines the application of WeChat, a dominant Chinese social platform, within blended Chinese language courses and its impact on student engagement. Over one hundred international undergraduate students in China participated in this quantitative research, which explored WeChat integration through three functional modules: WeChat group chats, mini-programmes, and official accounts. A structured questionnaire assessed student engagement across three dimensions: behavioural engagement, affective engagement, and cognitive engagement. Research findings indicate that the blended learning model supported by WeChat effectively enhances student engagement across behavioural, affective, and cognitive dimensions. Each WeChat tool demonstrates distinct strengths: group chats boost behavioural participation, mini-programmes facilitate interactive practice and cognitive engagement, while official account content stimulates learning interest and sustains affective motivation. These discoveries suggest that integrating popular social platforms like WeChat into formal language instruction significantly amplifies student involvement. This research provides educators with empirical evidence to enhance second language learning engagement by integrating mobile devices and social media, while offering guidance on best practices and considerations for WeChat application within blended learning environments.