Learning how to learn : integrating self-regulated learning strategies into a WeChat assisted English writing course and its effects on writing and motivation

Abstract

Extensive research supported the benefits of self-regulated learning on students’ learning outcomes and learning experiences. Previous studies have demonstrated that WeChat-assisted group chat positively affects vocabulary and writing skills. However, limited research has explored the use of WeChat Mini Program for self-regulated English writing instruction. Thus, this study designed and developed a WeChat Mini Program and explored its effects on university EFL learners’ English writing performance, motivation, and perceived adoption of self-regulated learning strategies. A two-phase quasi-experiment was conducted. In the first phase, students were divided into a control group and two traditional learning groups (individual vs. collaborative). The second phase included the WeChat-assisted individual and collaborative learning groups. Pre- and post-tests of English writing skills, questionnaires, and interviews were conducted to collect data. Results indicated that the WeChat-assisted collaborative learning approach was most effective in enhancing students’ English writing skills and motivation. Effective pedagogical designs utilising WeChat-assisted approaches are discussed in the study.