Translanguaging practices in online chat

: a study of Chinese University learners’ WeChat use

Abstract

This study aims to examine the translanguaging practices of Chinese international students in the UK, specifically focusing on their use of the Weixin platform (known as WeChat in English). The primary objective is to explore how online language practices influence language learning opportunities for these students. To achieve this goal, the study incorporates a range of theoretical frameworks. These frameworks encompass theories of literacy as a social practice, translanguaging as a heuristic, and sociomateriality as complementary perspectives. By integrating these perspectives, the research aims to shed light on the ways in which Chinese international students engage in online language practices and how these practices can enhance their language learning experiences.

The study adopts a phased mixed-methods approach, consisting of an initial baseline survey, followed by an analysis of chat logs and posts, and then finally narrative-oriented ‘techno-biographic’ interviews with the Chinese student participants. The survey was randomly sent to WeChat groups populated by Chinese students in the UK, and used as a basis to recruit for further stages of the study. After the survey, participants were selected mainly based on their general disciplinary backgrounds (i.e., humanities and STEM backgrounds), with consideration of a cross-section of academic levels, genders, areas of origins in China, and years of length for overseas study as well.
From the survey, a descriptive analysis, followed by a Mann-Whitney U test, and Spearman correlation tests were run to explore the participants’ general attitudes towards social media and language learning practices online. Findings show that participants show positive attitudes toward language learning through goal-directed practices on social media but relatively negative attitudes towards WeChat as a platform. Additionally, there is a significant relationship between participants’ social media use and their social networks, language learning backgrounds and study habits. A thematic analysis was then conducted to examine the participants’ digital literacy practices online.

Thesis is embargoed until 31 July 2028.

Date of Award	Jul 2023
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Ibrar Bhatt (Supervisor) & Mel Engman (Supervisor)