Author(s)

Xianxin Hui¹, Zhifang Liu², Lingjie Tang³

¹Chongqing Youth Vocational & Technical College, Chongqing, China.
²Educational Studies, Universiti Sains Malaysia, Penang, Malaysia.
³School of Foreign Studies, Xi’an Jiaotong University, Xi’an, China.

Due to the fast development of technology and the gaining popularity of WeChat in China, almost all students are equipped with a smartphone and have a WeChat account. WeChat has become one of the most widely used social media in China. Therefore, reviewing the past publication to uncover the feasibility and impact of implementing WeChat in teaching to enhance learner autonomy would provide an insightful guide for future study. Hence, this article systematically reviewed research articles that explored the effect of WeChat implementation to enhance learner autonomy by especially focusing on the research design, findings, and the impact of using WeChat as a technology-based device in the classroom on learner autonomy. The findings from this review are divided due to the inconsistent research methods and the diversity of participants. Several implications are drawn from this review. In particular, future researchers are encouraged to carry out more rigorous studies with well-established instruments and be more specific regarding how the implementation of WeChat improves learner autonomy.

Autonomous Learning, Learner Autonomy, Mobile Devices, Systematic Review, WeChat

Hui, X. , Liu, Z. and Tang, L. (2023) The Effect of WeChat Implementation on Learner Autonomy: A Systematic Review. Open Journal of Social Sciences, 11, 185-197. doi: 10.4236/jss.2023.117013.