Chinese Language Learning Research Articles

The “The benefits of wordwall games for teaching and learning Mandarin language

This article aims to discuss the application of the benefits of the worldwall game as an innovative learning alternative for Mandarin language subjects. In the digital era, the integration of technology in learning is becoming increasingly important to increase student engagement and learning outcomes. One tool that stands out in the context of learning Mandarin is wordwall, a game-based learning platform that provides various interactive activities. This article aims to explain and evaluate the benefits of using wordwalls in the context of Chinese language teaching and learning. The implementation of online learning is still experiencing problems, especially students' enthusiasm for learning has decreased. To overcome this obstacle, one interesting way to increase student enthusiasm for learning is to use the wordwall game. This wordwall game is an online learning media (E-Learning) which has game, quiz, discussion and survey features. This research examines the wordwall game which has the benefit of being an effective learning medium to increase students' mastery and motivation in learning Mandarin online. Quantitative research with an experimental approach, with a pre-test and post-test design with a control group and an experimental group. Population took 60 students taking MKU Mandarin courses, divided into 2 groups, namely the control group and the experimental group. Data collection for this research used a language mastery test instrument to measure the ability of four aspects of language, namely listening, speaking, reading and writing. To measure the level of student motivation, a questionnaire technique using Google Forms was used. The independent variable is the use of the wordwall game as a learning medium. Mastery of Mandarin and student motivation are the dependent variables. The results of research on learning with wordwall make the learning process easy, fun and can help students understand Mandarin. Apart from that, learning by applying playing techniques using wordwall games is very appropriate for beginner Mandarin learners.

The Influence of Independence Curriculum Development on Mandarin Language Learning

The fundamental thing about curriculum development is that there are deep changes and have quite a big impact on Mandarin language learning in educational institutions, especially schools that collaborate with countries that use second international languages for communication. As the world becomes more connected, the need for effective command of Mandarin is more important than ever. With curriculum development, educators can gain insight into innovative approaches to teaching and learning Mandarin. The problem faced by teachers of Mandarin as a foreign language is a lack of understanding of the curriculum in accordance with the demands of the times. Curriculum development greatly influences Mandarin learning. This will have an impact on the difficulty of achieving language mastery by students. A literature and reference search was conducted to address this issue. Here the author explores articles that examine and discuss the findings conceptually, the implications of the development of the Merdeka curriculum which has been influential in the formation of Mandarin language learning. Innovation and renewal are also a necessity for Chinese language learners. Apart from that, it will challenge Mandarin teachers to organize teaching materials within the concept of curriculum development that follows developments and demands of the times.

Increasing Reading Motivation and Vocabulary of South Asian Children in Hong Kong: A Home–Based Intervention

ABSTRACT Research Findings: This study investigated the effectiveness of a home-based intervention in increasing the intrinsic reading motivation and Chinese oral vocabulary of minority South Asian children in Hong Kong. A quasi-experiment was conducted with 78 children (M age = 51.54 months; control: 37 children, intervention: 41 children) and their parents. Intrinsic reading motivation was measured by parent report and oral vocabulary was measured by child direct assessment. The intervention group received picture books, prerecorded stories, and guidance on carrying out home activities over four weeks. The control group received two wordless picture books. After controlling for sociodemographic factors, Multivariate Analysis of Covariance revealed a significant Group X Time interaction. Follow-up tests revealed that children in the intervention group scored higher in posttest intrinsic reading motivation and oral vocabulary than children in the control group. Practice or Policy: These findings support the development of evidence-based interventions to cater for Chinese language learning of South Asian children in Hong Kong and have the potential to inform the design of future intervention programs that aim to enhance the Chinese language proficiency of minority children in Hong Kong and other settings where Chinese is used as a second language.

Study on the Impact of Information Technology on Chinese Language Teaching

With the rapid development of information technology, its application in the field of education is becoming more and more widespread, especially in Chinese language teaching. The purpose of this paper is to explore the impact of information technology on Chinese language teaching and learning, and to analyse the current status of its application in terms of teaching mode, teaching resources, and teachers' roles, as well as the impact of these applications on teaching effectiveness and learners' development. The paper finds that the application of information technology can enhance teaching effectiveness, meet learners' individual needs, and promote educational equity and universality. However, it also faces challenges such as uneven development of technology, cyber security, and allocation of educational resources. Therefore, this paper proposes corresponding coping strategies, including strengthening teachers' IT training, optimising education management policies, and reforming the education evaluation system. The concluding section summarises the positive changes brought by information technology to Chinese language teaching and points out the important directions for future research and development.

The relative effects of direct and indirect written corrective feedback on L2 learning: The moderating role of field dependence/independence

The current study investigated the relative effects of direct and indirect written corrective feedback (WCF) on the learning of regular past tense, and the extent to which learning outcomes were related to individual variation in field dependence/independence (FDI). Fifty-nine Chinese intermediate second language (L2) learners of English were randomly assigned to two treatment groups and a control group. The two treatment groups carried out three written dictogloss tasks and received direct WCF and indirect WCF, respectively, on their erroneous use of regular past tense. The control group performed the same writing tasks but received feedback on the content of their writing. To evaluate the effect of treatment, a grammaticality judgement task and a picture description task were administered as the pretest, immediate posttest, and delayed posttest. The Group Embedded Figures Test was used to measure learners’ FDI orientation. The results showed that both treatment groups outperformed the control group on the posttests, but no significant differences were observed between the two treatment groups. In addition, the results suggested that FDI was related to learning outcomes as measured by the picture description task. Field independent learners had an overall advantage over field dependent learners, especially where indirect WCF was provided.

How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus

Previous syntactic complexity (SC) research on L2 Chinese has overlooked a range of Chinese-specific structures and fine-grained indices. This study, utilizing a syntactically annotated Chinese L2 writing corpus, simultaneously employs both large-grained and fine-grained syntactic complexity indices to investigate the relationship between syntactic complexity and writing quality produced by English-speaking Chinese second language (ECSL) learners from macro and micro perspectives. Our findings reveal the following: (a) at a large-grained level of analysis using syntactic complexity indices, the generic syntactic complexity indice (GSC indice) number of T-units per sentence and the Chinese-specific syntactic complexity indice (CSC indice) number of Clauses per topic chain unit account for 14.5% of the total variance in writing scores among ECSL learners; (b) the syntactic diversity model alone accounts for 24.7% of the variance in Chinese writing scores among ECSL learners; (c) the stepwise regression analysis model, which integrates fine-grained SC indices extracted from the syntactically annotated corpus, explains 43.7% of the variance in Chinese writing quality. This model incorporates CSC indices such as average ratio of dependency types per 30 dependency segments, the ratio of adjuncts to sentence end, the ratio of predicate complements, the ratio of numeral adjuncts, the mean length of Topic-Comment-Unit dependency distance, as well as GSC indices like the ratio of main governors, the ratio of attributers, the ratio of coordinating adjuncts, and the ratio of sentential objects. These findings highlight the valuable insights that syntactically annotated fine-grained SC indices offer regarding the writing characteristics of ECSL learners.

A Study on the Relationship between Chinese Academic Attribution and Learning Burnout among Chinese Language Learners of International Students in China

This study aims to investigate the specific situation and relationship between academic attribution and learning burnout among 413 international Chinese learners in Hunan University, and to help teachers understand students' psychological activities and negative emotions, so as to use scientific methods to intervene, alleviate students' burnout, cultivate correct attribution methods, and Improve students' self-confidence in learning, improve the teaching quality and efficiency of teachers of Chinese as a foreign language, and promote the all-round development of Chinese learners. In this study, 413 international Chinese learners from Hunan University were analyzed using the SPSS27.0 valid questionnaire. Descriptive statistical analysis, correlation analysis, regression analysis and other methods were used to explore the academic attribution and learning burnout of international Chinese learners in Hunan University and the relationship between them, and to understand the differences between them in different demographic variables. The results show that: (1) Individual differences such as gender, country, Chinese language proficiency, study time, and time in China have different levels of effects on academic attribution and learning burnout of Chinese learners; (2) There was a correlation between academic attribution and learning burnout among Chinese learners. (2) Academic attribution of Chinese learners has a significant predictive effect on learning burnout, and luck attribution has the most significant positive predictive effect on learning burnout.

STAGES OF DEVELOPMENT OF THE EDUCATION AND SCIENCE SYSTEM OF KAZAKHSTAN AND INTERNATIONAL INTEGRATION (ON THE EXAMPLE OF CHINA AND JAPAN

The article aims to study the relationship of Kazakhstan with China and Japan on the basis of a description of the structure and features of the educational and scientific sphere of Kazakhstan. For this purpose, the following tasks are set: The article describes the Republic of Kazakhstan's achievements based on the reforms carried out in education and science in the post-independence period; as well as the specific features and structural conditions of domestic education and science; The latest developments in the field of education and science in Kazakhstan are also included. The article discusses legal and institutional prerequisites, contracts signed at the government level, and multilateral agreements that formed the basis for close relations between Kazakhstan and the People's Republic of China. These include economic, cultural educational, and scientific cooperation. These contents are a kind of novelty of the article. The following conclusions can be considered as the main results of the article. First, China's influence on Kazakhstan's education and science system is growing. This can be characterized by the fact that there is an increase in Chinese language learners in Kazakhstan, an increase in Chinese language teaching centers, an annual increase in the number of students visiting China, and the sale of Chinese-language literature in bookstores and libraries in Kazakhstan. Secondly, relations between Japan and Kazakhstan in education and science are only developing, but the development shows excellent prospects. This is because Japan is essential to Kazakhstan's foreign policy and economic cooperation. Therefore, it is concluded that relations between Kazakhstan and Japan in the field of education and culture at the current level have a solid basis.

An exploratory study on practising listening comprehension skills in high‐immersion virtual reality

AbstractHolding learners' attention is challenging, especially when they are asked to listen to long passages. High‐immersion virtual reality (VR) can immerse learners in listening tasks, even in such complex languages as Chinese. This exploratory study examined the effect of VR on 43 Chinese language learners' listening comprehension, enjoyment, sense of presence, and cognitive load. Participants were self‐selected into two groups without knowing the purpose of the study or the details of their activity. The experimental group (n1 = 23) experienced an interactive multimedia story in VR, and the comparison group (n2 = 20) watched a screencast video recording of the same story. Multivariate analysis of covariance (MANCOVA) indicated that VR may have a positive effect on the development of listening skills. Compared with the video group, the VR group had significantly higher listening comprehension scores, reported significantly more enjoyment and sense of presence, and reported experiencing less cognitive load. Thus, the findings suggest that VR could be used as a pedagogical tool to enhance foreign language listening skills.Practitioner notesWhat is already known about this topic Practising listening skills is key for language development. Virtual reality (VR) is motivational and engaging. Research on practising listening skills in VR is scarce. What this paper adds VR can be beneficial for practising listening skills. Language learners highly enjoy practising listening in VR. Interactivity can improve engagement and support listening comprehension. Implications for practice and/or policy Learners should be provided pretraining and scaffolding prior to using VR. The duration of VR activities should be considered. Interactivity in VR may increase its effectiveness in attending listening tasks.

On Chinese learning strategies of learners from Central Asian countries: an analysis of gender, age, and learning duration effects.

This research focuses on the Chinese learning strategies employed by learners from Central Asian countries, specifically examining the effects of gender, age, and learning duration. The study aims to identify and analyze the demographic factors that influence the learning approaches of these learners, providing insights for more effective teaching and learning of Chinese as a foreign language. Data are collected through questionnaires and interviews, and statistical analysis is conducted to explore the correlations between gender, age, learning duration, and learning strategies. The learning strategy model adopted in this study provides a comprehensive classification of language learning strategies. The results underscore the significance of incorporating these factors into language education programs, providing valuable insights into the unique needs and challenges encountered by learners from Central Asian countries. The findings indicate that students from Central Asian countries predominantly utilize social strategies, metacognitive strategies, and affective strategies in their Chinese language learning. These are followed by compensatory strategies, cognitive strategies, and memory strategies. While gender does not exert a significant impact on the utilization of Chinese learning strategies, there are discernible variations in memory and affective strategies between males and females. Age does not significantly affect overall learning strategies, but there are notable disparities in compensatory strategies among different age groups. Learning duration has a significant effect on compensation and metacognitive strategies. The correlation between learning duration and overall strategies is significant indicating that learners with different learning durations exhibit notable differences in compensation and metacognitive strategies.

Simulation of association rule mining based on sensor networks in Chinese language learning recommendation system for college students

Based on the increasing learning needs of students that cannot be met by traditional education in schools, the use of online learning platforms has become a way for many college students to learn Chinese, thereby improving their academic performance and literary literacy. However, it is difficult to guarantee the service quality of online platforms for Chinese learning at present, so this paper proposes an association rule mining algorithm to strengthen Chinese online learning. We using user service quality as a constraint to improve spectrum utilization and energy efficiency, and defining the user state space, borrowing the obtained resource allocation optimization function to reward a small portion of users' communication costs, ultimately obtaining user state space information and one-dimensional state space data. This algorithm performs grouping operations on the data estimated by a large amount of computation, and divides the data into balanced categories to reduce the amount of input data in the network. The performance test results show that this paper has made a great breakthrough in the personalization of Chinese learning, and has outstanding performance in the processing and classification of Big data. There are also some solutions to the problem of too much existing data. In a period of use experience analysis report, we found that the online platform for Chinese learning can give consideration to students' personalized needs and experience.

Factors Influencing the Satisfaction of Second Language Learners of Chinese in Online Courses.

The study aims to investigate the relationship among the key factors affecting second language learners' satisfaction with online Chinese courses and their willingness to continue utilizing them by constructing a Model of Chinese Learners' Satisfaction in Online Courses. Additionally, the influence of participants' individual differences was also explored. A total of 203 second language learners of Chinese participated in the questionnaire survey, with 5 learners further participating in interviews. Learner expectations, learner perceived quality, and learner perceived value were identified as important factors influencing learner satisfaction and willingness to continue using the online course. The results of the questionnaire survey showed that (1) learner individual differences, such as age, Chinese proficiency, weekly study duration, and offline Chinese course experience, significantly influence learner satisfaction. (2) Learner expectations have a significant positive impact on perceived quality, while perceived quality positively affects perceived value. (3) Learner satisfaction significantly influences the willingness to continue using online courses. (4) The results of the interview revealed that most learners still prefer traditional offline courses, indicating that online teaching has several shortcomings and deficiencies. Overall, this study provides some scientific and reasonable decision-making references for improving online teaching methods, aiming to enhance learner satisfaction and promote the development of online education.

Characteristics of Post-pandemic International Chinese Language Learning: Insights from X-Data

This study uses sentiment analysis and topic modeling to analyze X-data on Chinese language learning both before and after the pandemic. Our analysis reveals shifts in sentiment and topics, as well as their underlying causes. We observe a notable increase in online learning as the primary mode of international Chinese language learning, accompanied by an escalated demand for high quality online learning resources. There is also a discernible polarization of learning sentiments in the post-pandemic era. In addition, the former emphasis on cultural exchange in language learning has shifted to economic and trade interactions, highlighting the commercial facets of international Chinese education.

Research on the Integration Cultivation Mode of "Internet+" and "Chinese+Skills" for International Students from Silk Road Countries in Xi'an Colleges and Universities

Under the background of "One Belt, One Road", the cultivation mode of international students in China is also advancing, which is no longer only limited to language cultivation, but also developing in the direction of "language + skills". Under this development trend, it is very necessary to study the cultivation mode of international students in Xi'an universities and explore how to effectively integrate "Internet+" and "Chinese+Skills" in light of the current development of international Chinese language education in Xi'an, where there are many universities. This paper focuses on exploring the cultivation mode of "Chinese+Chinese teaching" and "Chinese+Tour guide" under the background of the Internet, and combining the advantages of Xi'an Kedagaoxin University in Chinese language teaching of international students, and utilizing the characteristics of many countries of origin of international students in "Belt and Road", exploring how to combine the training of language skills and vocational skills, cultivating students' Chinese language proficiency and vocational skills in flexible and changeable forms, grasping the needs and points of fit between the current situation of international Chinese language education and the mode of cultivation of international students, and solving the problem of combining the internet platform with Chinese language. It also innovatively solves the problem of combining the Internet platform with Chinese language learning and vocational skills training, and provides an innovative research way for the cultivation of applied, compound and internationalized talents.

Chinese Mythology and Transmedia Storytelling

The article analyzes the representation of Chinese mythology in the movie “Shang-Chi and the Legend of Ten Rings” and the movie as liguodidactic tool for learning Chinese language and culture. It studies the potential of lessons based on transmedia storytelling approach and transmedia storytelling products. Based on the new perception of knowledge as market product, the advantages of using marketing strategies for education are justified.

Native Chinese Language Teachers’ Beliefs about Teaching Chinese Abroad

The impact of the China-Pakistan Economic Corridor (CPEC) expansion has changed the dynamics of foreign language learning in Pakistan. Due to the increased regional importance of Chinese language, some public and private sector universities are offering Chinese as a compulsory language course at the undergraduate level. Due to the significance of forthcoming opportunities for local youth, one public university in Karachi, Pakistan hired native Chinese teachers to teach undergraduate students Chinese as a foreign language. The present study explored the beliefs of Chinese teachers based on their teaching experiences at the university. Data for this collective case study was collected through semi-structured interviews with three native-Chinese teachers and analysed thematically. The findings revealed that the Chinese teachers held positive beliefs about the prospects of Chinese language learning in Pakistan due to job opportunities. However, they seemed to hold reservations regarding the limited time span for the offered Chinese language course. There were also certain negative beliefs in connection with the traditional learning practices of the learners which the teachers considered barriers to the learners’ language learning. These findings depict the requisite exigency to address the issues highlighted by the Chinese teachers for effective Chinese language learning. The beliefs of teachers and their shared experiences need to be addressed for productive development in teaching and learning Chinese. Curriculum designers and decisionmakers should consider teachers’ beliefs to align the curriculum and teaching methodologies as per the provision that includes teachers’ experiences to further improve Chinese language teaching and learning.

Personal valuation of Chinese language for social functions among senior high school learners

In recent decades, the Chinese language experienced an increase in educational demand, which calls the academic institutions to integrate basic Chinese language subjects into their curriculum. The spike in Chinese language use resulted in the expansion of language studies focusing on Chinese as a second and foreign language. Given the broad scope of research in Chinese language learning, there was a need to expand the understanding of the personal valuation of the learners in learning the Chinese language. Hence, this study aimed to assess the extent of the subjective valuation of Filipino students in the Chinese language, particularly for social functions. An exploratory approach was carried out to extract narrative data from the study participants. Eight secondary students were interviewed on the personal valuation of the Chinese language within social functions. The findings demonstrated that the Chinese language was commonly used within social instances for specific sociocultural and psycholinguistic patterns. The participants valued the use of the Chinese language because of its instrumentality in their future careers; it enabled them to be culturally sensitive and engaged in sociocultural communication. Theoretical analysis also highlighted that language socialization became a major driving force in language learning. Language socialization encompassed learning beyond academic purposes while underscoring the need for social interaction and interpersonal orientation. Nevertheless, personal valuations reflected learners' beliefs towards the instrumentality of the Chinese language, especially in social functions.

Pembelajaran Bahasa Mandarin Dari Sudut Pandang Sosial Budaya

Language cannot be separated from socio-cultural influences because language use is the reality of communication that occurs in social interactions. This article uses the systematic literature review method which in this method uses in-depth review studies and uses references from articles, books and research journals. The purpose of this study is to find out about Chinese language learning from a socio-cultural point of view. Language and culture viewed in balance are significant in foreign language teaching. Successful communication between two communicators from different cultures does not depend on mastery of linguistic aspects, including grammar and sociopragmatic structures, but also on the ability to capture, understand and empathize with the culture of the communication partner. This shows that there is harmony between foreign language and culture and one's own language and culture.

Psychological determinants and technology acceptance in mobile learning for overseas students studying Chinese in China: A self-determination theory perspective

Emerging research in language education increasingly recognizes the transformative potential of mobile learning. Anchored in Self-Determination Theory (SDT) and Technology Acceptance Model (TAM), this study employed Structural Equation Modelling (SEM) to investigate how psychological factors—specifically perceived competence, autonomy, and relatedness—affect overseas students studying Chinese in China. It examined the interaction of these factors with Perceived Usefulness (PU) and Perceived Ease of Use (PEU) in mobile learning environments and their impact on learners' satisfaction and intention to continue using these learning platforms. Involving 515 participants in a bilingual online survey, the research delved into the dynamics of these psychological determinants on learners' attitudes towards mobile learning technologies. The SEM analysis revealed a complex interplay, where competence, autonomy, and relatedness significantly forecast PU and PEU, thereby shaping learner satisfaction and commitment to ongoing use. The findings highlighted the critical role of social interaction, cultural exchange, and personalized learning experiences in enhancing mobile learning effectiveness. Implications of the findings were discussed to enhance learner engagement and educational achievement in Chinese language learning.

Research on Non-Native Speakers' Motivation in Chinese Language Learning: A Review and Reflection—A Statistical Analysis Based on Academic Journal Papers (1997-2023)

This study adopts the scope review method to search for relevant studies on non-native speakers' motivation to learn Chinese in the SSCI, CSSCI and Peking University Core Thesis Database, and combs and analyses the obtained literature from the perspectives of general trend, research object, research method and research content, pointing out the deficiencies of the current studies and suggesting suggestions for the future researches. The results of the analysis show that although the number of studies in this field is relatively abundant, the scope of research objects is narrow, the breadth of research perspectives is insufficient, the research method is relatively single, and there are certain research gap areas. Based on the above findings, the author makes corresponding suggestions for future research.