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WeChat-mediated simulation and the learning of business chinese

Wang, Xuan and Wu, Xiaoli 2020. WeChat-mediated simulation and the learning of business chinese. Modern Languages Open 1 (42) , pp. 1-13. 10.3828/mlo.v0i0.300

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Abstract

The purpose of this tutorial is to demonstrate social media engagement in higher-level language classrooms, using WeChat (a China-based free application with functions similar to WhatsApp or Messenger) as the digital medium. Originally designed for users in the Chinese market, WeChat is also available in English and increasingly used beyond China for both social and business communication, therefore its use as demonstrated in this tutorial may also be applicable to the learning of other languages, or to inspire the use of similar digital tools in language learning and teaching. This tutorial illustrates specifically how WeChat can facilitate the learning of language and culture for business in a Chinese context. It explores several modes of communication offered by WeChat, including one-to-one or group instant text messaging, voice messaging, voice or video call, document sharing, and online publication. These various functions are utilised in different stages of a business simulation game, and set up as pre-planned learning tasks. The tasks consist of specific, progressive activities and goals, such as drafting and pitching a business plan, business consultation, market research and digital marketing. Accordingly, specific learning processes are generated: enabling the simulation of digital business communication (focusing on China in this case) through gamification; in doing so, it extends learning in the conventional classroom (‘here’ offline in Europe) and blends it with that in real-life interactions and business practices (‘there’ online in China). The tutorial shows that the digital mediation afforded by WeChat encourages a coherent and authentic learning experience through collaborative and blended learning in interconnected steps, in which teachers act mainly as the organiser and facilitator while students are enabled to develop self-directed/collaborative, negotiated/differentiated, and affective/motivational learning, following a task-based approach.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Modern Languages
ISSN: 2052-5397
Funders: AHRC & OWRI
Date of First Compliant Deposit: 9 February 2021
Date of Acceptance: 15 May 2020
Last Modified: 04 Jun 2021 11:09
URI: http://orca.cardiff.ac.uk/id/eprint/138340

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