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I also spent much time perusing the internet to better learn about WeChat and the types of lessons teacher were uploading to the platform.  I examined many “how to” blogs and videos.  It was challenging to find hard data related to the app.  I found many “help” blogs from other organizations, but the English WeChat website has little information with regard to defining functionality.  This may well be because much of the documentation exists in Chinese.

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Last, but certainly not least, I had the most engaging discussion while in China with a group of General English teachers about using WeChat in the classroom as a learning tool.  We talked at length about WeChat and technology in the classroom, and while they were quite adept at using WeChat, it was not something they were particularly motivated to use in their classrooms!  That was an interesting moment for me.  I was surprised that technology did not play a bigger role in their classrooms given the proliferate use of WeChat in China.

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The more I came to learn about WeChat, the more I came to recognize that my goal to deliver entire EAP lessons using the app might have been a bit broad.  I learned that my expectation needed to be adjusted and in doing so, I still saw opportunity to relate my new learning but in a different context.

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Common themes that emerged from my research were the convenience of using WeChat to communicate, to collaborate and to learn on the go.

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My professional learning yielded that (for the moment) WeChat may not be entirely suitable as an online learning platform, it is however a very powerful student engagement tool and represents an effective tool to reinforce ideas learned in the classroom. Fang (2016) is equally as fascinated by the advent of WeChat and says, “WeChat learning allows teachers to take education to where students already are. In doing so, it creates organic ways for people to communicate and collaborate. Groups that serve personal interests, professional organizations, and other communities make the platform conducive to learning anywhere, anytime.”

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I see opportunities to introduce the WeChat app much in the same way we use other learning apps such as Socrative or Nearpod.  I think that in this way we could begin to explore the capacities that lie within this program.  A powerful way to engage learners initially would be to create communities perhaps based on interest.  We could have writing and grammar groups, speaking and listening groups and reading and vocabulary groups.  Rather than breaking out groups by level, why not by interest?  Teachers could record daily tips or send additional resources to the group via WeChat.  The power of WeChat is the convenience it offers.  Rather than log into the learning management system, the information is quickly and easily available to student via the chat group.

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 I have already experienced the power of community in WeChat, as we created an SIT Teachers group when I was in China and I now consistently communicate with my new found peers in China.  They ask me questions and send me ideas they want to introduce in class.  I have seen first-hand how quickly the collaboration grows.

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 WeChat affords us the opportunity to address our curriculum in smaller parts.  Faculty can reinforce ideas they’ve raised in class on that day or record pronunciation for vocabulary they’ve introduced in a lesson.  The common theme seems to be learning on the go in the form of mini-lessons that students can digest most anywhere.  In terms of building competencies in our faculty, online workshops or webinars would be a great start to engaging them in this new learning opportunity.  There are also copious websites that lay out step-by-step instructions related to uploading lessons onto WeChat. 

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WeChat is vast and carries capabilities beyond my own comprehension!  I see the potential to develop learning opportunities, but the learning is steep.  I am convinced that the best opportunity we have to learn more about this product is to begin to use it slowly and incrementally.  This will allow us to make some in roads and truly evaluate if it is the right platform to help us bridge the online learning gap we face in China.

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