Pre-service Bilingual Teachers’ Perception on the Application of WeChat in the Training Process

This study examines how pre-service bilingual teachers at Changchun Normal University view the use of WeChat in their training. It uses a mixed-method approach, with a survey based on TAM and UTAUT for the quantitative part and semi-structured interviews for the qualitative part. The research includes 481 participants and uses CFA and SEM to test hypotheses. Findings show that factors like performance expectancy, effort expectancy, technical efficiency, digital divide, perceived usefulness, and perceived enjoyment positively affect teachers' behavioral intention. Perceived ease of use boosts both behavioral intention and perceived usefulness, while motivation significantly influences perceived learning. Behavioral intention is a strong predictor of perceived learning. The study offers insights for technology integration in bilingual teacher training and points to future research directions.