The study explores the use of a WeChat social media group and a Moodle-based, e-learning platform “iSpace” in relation to the academic performance of students majoring in Communication at a higher education institution in China. The constructivist learning approach and Technology Acceptance Model (TAM) were used as a quantitative investigation model in a survey of 500 postgraduate students. Specifically, the study aims to investigate how students studying in the field of Communication use technological resources to achieve their desired level of academic performance. According to the course intended learning outcomes (CILOs) of Foundations of Communication Study and the programme intended learning outcomes (PILOs) for the graduate students the relevant aspects of students’ performance can be categorized as cognitive and affective. There are two kinds of learning tools employed by Communication students in their major courses, a messaging app, and an e-learning platform: a WeChat group and iSpace, a local version of the “Moodle” virtual learning environment. Previous studies of WeChat have generally investigated it as a social media application rather than as an educational resource. The present study complements the survey with qualitative in-depth interviews and focus groups to examine how both WeChat and iSpace impacted students’ academic performance. The findings of this study redefine WeChat’s role from a simple messaging app to a form of learning support.