{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,20]],"date-time":"2026-07-20T06:03:43Z","timestamp":1784527423618,"version":"3.55.0"},"reference-count":86,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,7,20]],"date-time":"2026-07-20T00:00:00Z","timestamp":1784505600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Though Technology Enhanced Language Learning (TELL) has advanced EFL writing instruction, existing work remains Western-centric, lacking validated, context-appropriate tools for Chinese learners\u2019 persistent IELTS Writing Task 2 challenges. Furthermore, studies have separated writing performance from user acceptance, while the motivational and affective impacts of such interventions remain underexplored in Asia-Pacific EFL settings. To meet the challenges, this study designed, implemented and assessed WeCWI-Enabled Tencent Applications (WETA)\u2014a blended TELL tool designed to integrate WeChat, Tencent Meeting and Web-based Cognitive Writing Instruction (WeCWI), and analyzed its influence on user acceptance based on the IELTS Writing Task 2 performance and Unified Theory of Acceptance and Use of Technology (UTAUT) model.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Using an explanatory sequential mixed-methods approach, 60 Chinese EFL undergraduates were divided for an 8-week quasi-experiment.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The ANCOVA results showed that the intervention group\u2019s participants were associated with a significant and large effect gain in writing scores and also showed gains in its four IELTS scoring sub-criteria, especially in Lexical Resources. Thematic analysis of semi-structured interviews confirmed high user acceptance and strong sustained use intention, driven by all core UTAUT constructs.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Qualitative reflections from participants implied that WETA\u2019s design suggests a potential for mitigating high-stakes writing anxiety and is associated with increased academic self-efficacy, providing hypothesis-generating motivational-affective insights for the Asia-Pacific EFL context. These findings demonstrate the feasibility of the proposed WeCWI-ADDIE-UTAUT integrated framework, and suggest WETA as a low-cost, context-appropriate, and equitable TELL solution outperforming conventional instruction for Chinese EFL undergraduates.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1864021","type":"journal-article","created":{"date-parts":[[2026,7,20]],"date-time":"2026-07-20T05:35:25Z","timestamp":1784525725000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Optimizing IELTS Writing Task 2 performance: effects of the WeCWI-Enabled Tencent Applications (WETA) intervention, UTAUT-validated user acceptance, and implied motivational-affective benefits"],"prefix":"10.3389","volume":"17","author":[{"given":"Changbao","family":"Suo","sequence":"first","affiliation":[{"name":"Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang","place":["Permatang Pauh, Pulau Pinang, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jiashun","family":"Yu","sequence":"additional","affiliation":[{"name":"Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang","place":["Permatang Pauh, Pulau Pinang, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Boyi","family":"Li","sequence":"additional","affiliation":[{"name":"School of Foreign Studies, Hebei University of Architecture","place":["Zhangjiakou, Hebei, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Boon Yih","family":"Mah","sequence":"additional","affiliation":[{"name":"Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang","place":["Permatang Pauh, Pulau Pinang, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,7,20]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"2127","DOI":"10.1007\/s10639-019-09865-8","article-title":"Mobile learning technology acceptance in Saudi Arabian higher education: an extended framework and a mixed-method study","volume":"24","author":"Alasmari","year":"2019","journal-title":"Educ. 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