Optimizing IELTS Writing Task 2 performance: effects of the WeCWI-Enabled Tencent Applications (WETA) intervention,...

Area of Science:

• Educational Technology
• Applied Linguistics
• Second Language Acquisition

Background:

• Existing Technology Enhanced Language Learning (TELL) research is Western-centric, neglecting specific needs of Chinese EFL learners in IELTS Writing Task 2.
• Previous studies often overlook the crucial links between writing performance, user acceptance, and motivational/affective factors in Asia-Pacific EFL contexts.

Purpose of the Study:

• To design, implement, and evaluate a blended TELL tool (WETA) for Chinese EFL undergraduates.
• To analyze WETA's impact on IELTS Writing Task 2 performance and user acceptance using the UTAUT model.
• To explore the motivational and affective influences of WETA in an Asia-Pacific EFL setting.

Main Methods:

• An 8-week quasi-experiment involving 60 Chinese EFL undergraduates.
• An explanatory sequential mixed-methods approach combining quantitative (ANCOVA) and qualitative (thematic analysis of interviews) data.
• Utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) model to assess user acceptance.

Main Results:

• The intervention group showed significant improvements in overall writing scores and IELTS sub-criteria, particularly Lexical Resources.
• Thematic analysis revealed high user acceptance and sustained use intention, supported by all core UTAUT constructs.
• Participants reported reduced writing anxiety and increased academic self-efficacy.

Conclusions:

• WETA, integrating WeChat, Tencent Meeting, and Web-based Cognitive Writing Instruction (WeCWI), is a feasible and effective TELL solution.
• The study validates an integrated WeCWI-ADDIE-UTAUT framework for TELL tool development.
• WETA offers a low-cost, context-appropriate, and equitable alternative to conventional instruction for Chinese EFL learners.