Learning Chinese as a Foreign Language in the Digital Age through Computer and Mobile Applications
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Abstract
This academic article aims to analyze and synthesize knowledge related to Chinese language learning in the digital era through computer and mobile applications. It focused on examining key issues including the landscape of digital technologies used for Chinese language learning, the effects of digital applications on learners’ language proficiency, learner and teacher attitudes toward the integration of technology in Chinese language education, and the development of the Integrated Digital Pedagogy for CFL conceptual model based on relevant literature synthesis. The study employed a Systematic Literature Review (SLR), involving the processes of searching, selecting, and analyzing empirical studies that meet established quality criteria. A total of 23 empirical studies published between 2020 and 2025 were analyzed based on major themes: types of digital technologies, learning outcomes, and attitudinal factors among learners and teachers. The synthesis revealed that digital technologies used in Chinese language learning can be categorized into three main groups: social collaboration platforms, dedicated language-learning applications, and specialized tools for micro-skill development. These technologies play significant roles in enhancing learners’ vocabulary, listening, pronunciation, motivation, and self-directed learning abilities, while also functioning as sociocultural mediating tools that foster meaningful interaction and authentic language use. The findings underscored the crucial role of teachers in designing learning activities that ensure effective and context-appropriate technology integration.
The synthesis led to the proposal of the “Integrated Digital Pedagogy for CFL”, a conceptual framework that integrates CALL and MALL to support systematic and sustainable development of Chinese language proficiency. The model emphasized the interconnection between social interaction-based learning, structured skill practice, and micro-skill enhancement to strengthen learners’ comprehensive language competency in the digital age.
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