Pre-service Bilingual Teachers’ Perception on the Application of WeChat in the Training Process

Main Article Content

Zhongcheng Sheng
Thanawan Phongsatha

Abstract

This study examines how pre-service bilingual teachers at Changchun Normal University view the use of WeChat in their training. It uses a mixed-method approach, with a survey based on TAM and UTAUT for the quantitative part and semi-structured interviews for the qualitative part. The research includes 481 participants and uses CFA and SEM to test hypotheses. Findings show that factors like performance expectancy, effort expectancy, technical efficiency, digital divide, perceived usefulness, and perceived enjoyment positively affect teachers' behavioral intention. Perceived ease of use boosts both behavioral intention and perceived usefulness, while motivation significantly influences perceived learning. Behavioral intention is a strong predictor of perceived learning. The study offers insights for technology integration in bilingual teacher training and points to future research directions.

Article Details

How to Cite
Sheng, Z., & Phongsatha, T. . . (2025). Pre-service Bilingual Teachers’ Perception on the Application of WeChat in the Training Process. Journal of Technical and Engineering Education, 16(2), 28–41. retrieved from https://so10.tci-thaijo.org/index.php/FTEJournal/article/view/1466
Section
Articles

References

Aheto, S.-P. K., Barfi, K. A., Kwesi, C., & Nyagorme, P. (2024). Relationships between online self-regulation skills, satisfaction, and perceived learning among distance education learners. Heliyon, 10(8), e29467. https://doi.org/10.1016/j.heliyon.2024.e29467.

Amin, S., Farhat, P. A., Maitlo, S. K., & Soomro, A. R. (2023). Transformation of Creative Process Through Self-Translation: A Comparative Analysis of Abdullah Hussain’s Novels. Pakistan Journal of Humanities and Social Sciences, 11(3), 3469-3478. https://www.journals.internationalrasd.org/index.php/pjhss/article/view/1701

Arness, D. C., & Ollis, T. (2023). A mixed-methods study of problematic social media use, attention dysregulation, and social media use motives. Current psychology, 42(28), 24379-24398. https://link.springer.com/article/10.1007/s12144-022-03472-6

Burton-Jones, A., & Grange, C. (2013). From Use to Effective Use: A Representation Theory Perspective. Information Systems Research, 24(3), 632–658. https://pubsonline.informs.org/doi/abs/10.1287/isre.1120.0444

Callahan, R. M., & Gándara, P. C. (Eds.). (2014). The Bilingual Advantage: Language, Literacy and the US Labor Market. Multilingual Matters.

Chao, C.-M. (2019). Factors determining the behavioral intention to use mobile learning: An application and extension of the UTAUT model. Frontiers in Psychology, 10, 1652. https://doi.org/10.3389/fpsyg.2019.01652

Fox, J., & Moreland, J. J. (2015). The dark side of social networking sites: An exploration of the relational and psychological stressors associated with Facebook use and affordances. Computers in human behavior, 45, 168-176. https://www.sciencedirect.com/science/article/abs/pii/S0747563214007018

Fan, C., & Wang, J. (2023). Undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools in informal English learning: Combining language learning motivation with technology acceptance model. Humanities and Social Sciences Communications, 10, 330. https://doi.org/10.1057/s41599-023-01815-7

Gan, C., & Li, H. (2018). Understanding the effects of gratifications on the continuance intention to use WeChat in China: A perspective on uses and gratifications. Computers in Human Behavior, 78, 306-315. https://www.sciencedirect.com/science/article/abs/pii/S0747563217305769

Kaminski, L. R. G., Lavadenz, M., & Armas, E. G. (2023). The impact of the Bilingual Teacher Professional Development Program: Expanding opportunities to grow the profession. Education and Policy Briefs, 14. https://digitalcommons.lmu.edu/ceel_education_policybriefs/14

Legris, P., Ingham, J., & Collerette, P. (2013). Why do people use information technology? A critical review of the technology acceptance model. Information & Management, 40(3), 191–204. https://doi.org/10.1016/S0378-7206(01)00143-

Parker, R., Morris, K., & Hofmeyr, J. (2020). Education, inequality and innovation in the time of COVID-19. JET Education Services.

Sun, Y., & Suthers, D. D. (2024). WeChat Culture in Transition: Navigating Platform, User, and Tradition. In Proceedings of the 57th Hawaii International Conference on System Sciences (pp. 2393 - 2403). https://scholarspace.manoa.hawaii.edu/items/8e2aed43-7cd9-495d-afd4-443148fe6a3c

Singh, S., Kumar, V., Paliwal, M., Singh, S. V. P., & Mahlawat, S. (2023). Explaining the linkage between antecedents’ factors of adopting online classes and perceived learning outcome using extended UTAUT model. Data and Information Management, 7(4), 100052. https://www.sciencedirect.com/science/article/pii/S2543925123000268

Van Deursen, A. J. A. M., & Van Dijk, J. A. G. M. (2018). The first-level digital divide shifts from inequalities in physical access to material access. New Media & Society, 21(2), 354–375. https://journals.sagepub.com/doi/full/10.1177/1461444818797082

Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. The Internet and Higher Education, 56, 100880. ://www.sciencedirect.com/science/article/pii/S1096751622000367

Zeng, F., Deng, G., Wang, Z., & Liu, L. (2016). WeChat: a new clinical teaching tool for problem-based learning. International Journal of Medical Education, 7, 119-121. https://doi.org/10.5116/ijme.5708.e5c4