From teacher-intended to learner-actualised affordances in a WeChat-Supported mobile Chinese language learning environment

Abstract

This paper draws on the ecological concept of affordance and learner agency to investigate Chinese language learners' actualised (perceived, used or shaped) affordances in a mobile-assisted language learning (MALL) environment. This study took place in a beginner-level Chinese course at a university in Australia. Potential learning affordances were designed and made available through WeChat-supported tasks to extend in-class learning. Qualitative student interviews, WeChat history, student survey and teacher reflective journals were the primary sources of data and thematic analysis was used for data analysis. The findings identified different levels of learner-actualised affordances (including perceived, used, and shaped affordances) and missed affordances (including those not perceived and those perceived but not used). Additionally, we investigated the distribution of these affordances within two functional types: cognitive and socio-affective affordances. Potential reasons for the missed affordances were explored. This study suggests that beginner-level learners of Chinese can leverage learner agency to understand the teachers' intended educational affordances. To facilitate this understanding, teachers are advised to offer scaffoldings to enhance the visibility of MALL affordances, particularly those related to interactions, multi-modal expressions, and authenticity. This affordance-oriented guidance has the potential to amplify learning opportunities for learners of the Chinese language engaged in MALL.