Technology integration into Chinese as a foreign language learning in higher education: An integrated bibliometric analysis and systematic review (2000–2024)
Restricted accessResearch articleFirst published online 2024
Technology integration into Chinese as a foreign language learning in higher education: An integrated bibliometric analysis and systematic review (2000–2024)
As Chinese as a Foreign Language (CFL) becomes increasingly popular worldwide, it is also influenced by modern educational technology. This article seeks to comprehensively review the current research status of technology integration into CFL learning in higher education. Using the Web of Science as the primary database and employing VOSviewer and CitNetExplorer to visualize literature, we conducted bibliometric analysis and systematically reviewed 64 included articles published between 2000 and 2024. Visualization analysis shows popular issues, such as technology acceptance, technology-supported collaborative learning, Technological, Pedagogical, and Content Knowledge (TPACK), self-efficacy, and gender stereotypes. Educational technologies possess characteristics highly adaptable to CFL classrooms in higher education, with mobile- and computer-assisted language learning dominating the field. Regarding CFL skills, most studies focused on technology’s role in enhancing students’ speaking and communication skills. Overall, our research contributes valuable insights by summarizing the effectiveness of technology application in CFL higher education, paving the way for future studies and practices to further explore how technology can be maximally integrated into classrooms to enhance CFL students’ proficiency and learning experiences.
AlfaddaH.A.MahdiH.S. (2021). Measuring students’ use of Zoom application in language course based on the Technology Acceptance Model (TAM). Journal of Psycholinguist Research, 50, 883–900.
2.
BahariA.LiR. (2024). Revisiting technology-assisted language learning affordances for language components: A decade survey. Interactive Learning Environment. Advance online publication. https://doi.org/10.1080/10494820.2024.2312910
3.
BaileyD.E.FarajS.HindsP.J.LeonardiP.M.von KroghG. (2022). We are all theorists of technology now: A relational perspective on emerging technology and organizing. Organization Science, 33, 1–18.
4.
BanduraA. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
5.
BondM.KhosraviH.De LaatM., et al. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, 1–41.
6.
BoonroungrutC.OoT.T.OneK. (2019). Exploring classroom emotion with cloud-based facial recognizer in the Chinese beginning class: A preliminary study. International Journal of Instruction, 12, 947–958.
7.
BorsookT.K.Higginbotham-WheatN. (1991). Interactivity: What is it and what can it do for computer-based instruction?Educational Technology, 31, 11–17. Available at: https://www.jstor.org/stable/44425695 (accessed August 2024).
8.
CaiR.WeiW.ZhangJ. (2019). Are scoring feedback of CAPT systems helpful for pronunciation correction? An exception of Mandarin nasal finals. In International Conference on Asian Language Processing (IALP) (pp. 177–181). IEEE.
9.
CasillasL.DaradoumisT.CaballéS. (2014). Managing CSCL Activity through networking models. International Journal of Emerging Technologies in Learning (iJET), 9, 56–63.
10.
ChabotS.DrozdalJ.PevelerM., et al. (2020). A collaborative, immersive language learning environment using augmented panoramic imagery. In Sixth International Conference of the Immersive Learning Research Network (ILRN) (pp. 225–229). IEEE.
11.
ChaiC.KohJ.TsaiC.C. (2010). Facilitating preservice teachers’ development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology and Society, 13, 63–73.
12.
ChenC. (2022). Factors affecting online Chinese as a foreign language learning stickiness: A study on international students in China. Frontiers in Psychology, 12, 803669.
13.
ChenC.DuX. (2022). Teaching and learning Chinese as a foreign language through intercultural online collaborative projects. The Asia-Pacific Education Researcher, 31, 123–135.
14.
ChenH.L.Vicki WidarsoG.SutrisnoH. (2020). A ChatBot for learning Chinese: Learning achievement and technology acceptance. Journal of Educational Computing Research, 58, 1161–1189.
15.
ChenH.Y.LiuK.Y. (2008). Web-based synchronized multimedia lecture system design for teaching/learning Chinese as second language. Computers and Education, 50, 693–702.
16.
ChenM. (2022). Computer-aided feedback on the pronunciation of Mandarin Chinese tones: Using Praat to promote multimedia foreign language learning. Computer Assisted Language Learning, 37, 363–388.
17.
ChenR.GongY.LiuY.ChengW. (2023). A bibliometric and content analysis of strategy-based instruction in second or foreign language teaching from 2000 to 2021. SAGE Open, 13(1).
18.
ChenX.ZouD.XieH. (2020). Fifty years of British journal of educational technology: A topic modeling based bibliometric perspective. British Journal of Educational Technology, 51, 692–708.
19.
ChenX.ZouD.XieH.SuF. (2021). Twenty-five years of computer-assisted language learning: A topic modeling analysis. Language Learning and Technology, 25, 151–185.
20.
ChuaN.A.SoonG.Y.IbrahimM.Y., et al. (2021). Virtual differentiated instruction and its implementation in Mandarin teaching: A review. Journal of Nusantara Studies (JONUS), 6, 231–249.
21.
ChughR.TurnbullD. (2023). Gamification in education: A citation network analysis using CitNetExplorer. Contemporary Educational Technology, 15, ep405.
22.
DavisF.D.BagozziR.P.WarshawP.R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35, 982–1003.
23.
DeWittD.ChanS.F.LobanR. (2022). Virtual reality for developing intercultural communication competence in Mandarin as a foreign language. Educational Technology Research and Development, 70, 615–638.
24.
DinaA.T.CiorneiS.I. (2013). The advantages and disadvantages of computer assisted language learning and teaching for foreign languages. Procedia – Social and Behavioral Sciences, 76, 248–252.
25.
DivekarR.R.DrozdalJ.ChabotS., et al. (2021). Foreign language acquisition via artificial intelligence and extended reality: Design and evaluation. Computer Assisted Language Learning, 35, 2332–2360.
26.
DongC.CaoS.LiH. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440.
27.
DongC.MertalaP. (2019). It is a tool, but not a ‘must’: Early childhood preservice teachers’ perceptions of ICT and its affordances. Early Years, 41, 540–555.
28.
DongL.Jamal MohammedS.Ahmed Abdel-Al IbrahimK.RezaiA. (2022). Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions. Frontiers in Psychology, 13, 899557.
29.
DongY.XuC.SongX., et al. (2019). Exploring the effects of contextual factors on in-service teachers’ engagement in STEM teaching. The Asia-Pacific Education Researcher, 28, 25–34.
30.
DonthuN.KumarS.MukherjeeD.PandeyN.LimW.M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296.
31.
DumanG.OrhonG.GedikN. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27, 197–216.
32.
EubanksJ.F.YehH.T.TsengH. (2018). Learning Chinese through a twenty-first century writing workshop with the integration of mobile technology in a language immersion elementary school. Computer Assisted Language Learning, 31, 346–366.
33.
FanJ.M.TianM. (2022). Influence of online learning environment and student engagement on international students’ sustainable Chinese learning. Sustainability, 14, 11106.
34.
FanX.LuoW.WangJ. (2017). Mastery learning of second language through asynchronous modeling of native speakers in a collaborative mobile game. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 4887–4898). Association for Computing Machinery.
35.
FussellS.G.TruongD. (2022). Using virtual reality for dynamic learning: An extended technology acceptance model. Virtual Reality, 26, 249–267.
36.
GaoX.NorooziO.GulikersJ.T.BiemansH.J.BanihashemS.K. (2023). A systematic review of the key components of online peer feedback practices in higher education. Educational Research Review, 42, 100588.
37.
GhanizadehA.RazaviA.JahedizadehS. (2015). Technology-Enhanced Language Learning (TELL): A review of resources and upshots. International Letters of Chemistry, Physics and Astronomy, 54, 73–87.
38.
GirardelliD.PatelV.K. (2016). The theory of planned behavior and Chinese ESL students’ in-class participation. Journal of Language Teaching and Research, 7, 31–41.
39.
GongY.LaiC.GaoX. (2020). The teaching and learning of Chinese as a second or foreign language: The current situation and future directions. Frontiers of Education in China, 15, 1–13.
40.
HaoK.C.LeeL.C. (2021). The development and evaluation of an educational game integrating augmented reality, ARCS model, and types of games for English experiment learning: An analysis of learning. Interactive Learning Environments, 29, 1101–1114.
41.
HoJ. (2018). Mobility and language learning: A case study on the use of an online platform to learn Chinese as a foreign language. London Review of Education, 16, 239–249.
42.
HouY.YuZ. (2023). A bibliometric analysis of synchronous computer-mediated communication in language learning using VOSviewer and CitNetExplorer. Education Sciences, 13, 125.
43.
HsuF.H.HsuehY.T.ChangW.L., et al. (2022). An innovative multimodal learning system based on robot and tangible objects for Chinese numeral–classifier–noun phrase learning. In International Conference on Advanced Learning Technologies (ICALT) (pp. 221–223). IEEE.
44.
HsuL. (2023). EFL learners’ self-determination and acceptance of LMOOCs: The UTAUT model. Computer Assisted Language Learning, 36, 1177–1205.
45.
HuangF.Sánchez-PrietoJ.C.TeoT., et al. (2021). A cross-cultural study on the influence of cultural values and teacher beliefs on university teachers’ information and communications technology acceptance. Educational Technology Research and Development, 69, 1271–1297.
46.
HuangF.TeoT. (2020). Influence of teacher-perceived organisational culture and school policy on Chinese teachers’ intention to use technology: An extension of technology acceptance model. Educational Technology Research and Development, 68, 1547–1567.
47.
HuangF.TeoT.GuoJ. (2021). Understanding English teachers’ non-volitional use of online teaching: A Chinese study. System, 101, 102574.
48.
HuangF.TeoT.ZhouM. (2017). Factors affecting Chinese English as a foreign language teachers’ technology acceptance: A qualitative study. Journal of Educational Computing Research, 57, 83–105.
49.
HuangF.TeoT.ZhouM. (2020). Chinese students’ intentions to use the internet-based technology for learning. Educational Technology Research and Development, 68, 575–591.
50.
HwangG.ChangH. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers and Education, 56, 1023–1031.
51.
HwangG.ChenP.ChuS., et al. (2023). Game-based language learning in technological contexts: An integrated systematic review and bibliometric analysis. International Journal of Online Pedagogy and Course Design, 13, 1–25.
52.
HwangS.FlavinE.LeeJ.E. (2023). Exploring research trends of technology use in mathematics education: A scoping review using topic modeling. Education and Information Technologies, 28, 10753–10780.
53.
JiangW.LiW. (2018). Linking up learners of Chinese with native speakers through WeChat in an Australian tertiary CFL curriculum. Asian-Pacific Journal of Second and Foreign Language Education, 3, 14.
54.
JingY.H.WangC.L.ChenZ.Y.ShenS.S.ShadievR. (2024). A bibliometric analysis of studies on technology-supported learning environments: Hot topics and frontier evolution. Journal of Computer Assisted Learning, 40, 1185–1200.
55.
JohnsonC.UrazovM.ZanoliE. (2022). Escapeling: A gamified, AI-supported Chatbot for collaborative language practice. Innovations in Learning and Technology for the Workplace and Higher Education, 349, 141–148.
56.
KaoC.LiaoC.LanY. (2017). Listening strategy applications by learners under the context of multimodality. In IEEE 17th International Conference on Advanced Learning Technologies (ICALT) (pp. 354–356). IEEE.
57.
KempA.PalmerE.StrelanP.ThompsonH. (2024). Testing a novel extended educational technology acceptance model using student attitudes towards virtual classrooms. British Journal of Educational Technology, 55, 2110–2131.
58.
KimT.W. (2023). Application of artificial intelligence chatbots, including ChatGPT, in education, scholarly work, programming, and content generation and its prospects: A narrative review. Journal of Educational Evaluation for Health Professions, 20, 38.
59.
KirbyA. (2023). Exploratory bibliometrics: Using VOSviewer as a preliminary research tool. Publications, 11, 10.
60.
LanY.J.LinY.T. (2016). Mobile seamless technology enhanced CSL oral communication. Journal of Educational Technology and Society, 19, 335–350.
61.
LanY.J.SungY.T.ChangK.E. (2014). Bridging in-and-out class learning: Mobile seamless mandarin learning. In CaoY.VäljatagaT.TangJ.LeungH.LaanpereM. (Eds), New Horizons in Web Based Learning, ICWL 2014, 8699 (pp. 101–105). Springer.
62.
LanY.J.TamV.T.T. (2023). The impact of 360 degrees videos on basic Chinese writing: A preliminary exploration. Educational Technology Research and Development, 71, 539–562.
63.
LeeJ.C.XiongL. (2023). Exploring learners’ continuous usage decisions regarding mobile-assisted language learning applications: A social support theory perspective. Education and Information Technologies, 28, 16743–16769.
64.
LiJ.McLellanR.ForbesK. (2021). Investigating EFL teachers’ gender-stereotypical beliefs about learners: A mixed-methods study. Cambridge Journal of Education, 51, 19–44.
65.
LiL.LiuY. (2020). An integrated model of principal transformational leadership and teacher leadership that is related to teacher self-efficacy and student academic performance. Asia Pacific Journal of Education, 42, 661–678.
66.
LiM. (2023). A review of technology enhanced Chinese character teaching and learning in a digital context. Language Learning and Technology, 27, 65–82.
67.
LiM.WangT. (2023). Optimizing learning return on investment: Identifying learning strategies based on user behavior characteristic in language learning applications. Education and Information Technologies, 29, 6651–6681.
68.
LiX.ChuS.K.W.KiW.W.WooM.M. (2012). Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students. Australasian Journal of Educational Technology, 28, 159–181.
69.
LiangJ.C.HwangG.J.ChenM.R.A.DarmawansahD. (2023). Roles and research foci of artificial intelligence in language education: An integrated bibliographic analysis and systematic review approach. Interactive Learning Environments, 31, 4270–4296.
70.
LinY.P.NiuR.H.YuZ.G. (2023). Roles of ambiguity tolerance and learning effectiveness: Structural equation modeling evidence from EFL students’ perceptions of factors influencing peer collaboration. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688231216201
71.
LinY.P.YuZ.G. (2023). Extending technology acceptance model to higher-education students’ use of digital academic reading tools on computers. International Journal of Educational Technology in Higher Education, 20, 1–24.
72.
LinY.P.YuZ.G. (2024a). A bibliometric analysis of artificial intelligence chatbots in educational contexts. Interactive Technology and Smart Education, 21, 189–213.
73.
LinY.P.YuZ.G. (2024b). An integrated bibliometric analysis and systematic review modelling students’ technostress in higher education. Behaviour and Information Technology. Advance online publication. https://doi.org/10.1080/0144929X.2024.2332458
74.
LiuH.C. (2021). Using eye-tracking technology to explore the impact of instructional multimedia on CFL learners’ Chinese character recognition. The Asia-Pacific Education Researcher, 30, 33–45.
75.
LiuT.ZhangZ.GaoX. (2023). Pedagogical design in technology-enhanced language education research: A scoping review. Sustainability, 15, 6069.
76.
LiuW. (2024). A systematic review of the use of WeChat in teaching Chinese as a foreign language. Journal of China Computer-Assisted Language Learning, 4, 198–224.
77.
LiuW.LinY.YuZ. (2024). A bibliometric analysis of artificial intelligence chatbots in language education. Social Education Research, 5, 59–78.
78.
LiuY. (2022). Open university Chinese language and literature teaching model based on NLP technology and mobile edge computing. Mobile Information Systems, 2022, 1–12.
79.
LiuY.YueS.HuX., et al. (2021). Associations between feelings/behaviors during COVID-19 pandemic lockdown and depression/anxiety after lockdown in a sample of Chinese children and adolescents. Journal of Affective Disorders, 284, 98–103.
80.
LyuB.QiX. (2020). A review of research on technology-assisted teaching and learning of Chinese as a second or foreign language from 2008 to 2018. Frontiers of Education in China, 15, 142–163.
81.
MaX. (2024). Enhancing language skills and student engagement: Investigating the impact of Quizlet in teaching Chinese as a foreign language. Language Testing in Asia, 14, 5.
82.
McGrawI.YoshimotoB.SeneffS. (2009). Speech-enabled card games for incidental vocabulary acquisition in a foreign language. Speech Communication, 51, 1006–1023.
83.
MinW.YuZ. (2023). A bibliometric analysis of augmented reality in language earning. Sustainability, 15, 7235.
84.
MohamedO.WeiZ. (2017). Motivation and satisfaction of international student studying Chinese language with technology of education. In International Conference of Educational Innovation Through Technology (EITT) (pp. 272–277). IEEE.
85.
NiA.H.CheungA.C.K.ShiJ.P. (2022). Effects of educational technology on reading achievement for Chinese K-12 English second language learners: A meta-analysis. Frontiers in Psychology, 13, 1025761.
86.
Orduna-MaleaE.CostasR. (2021). Link-based approach to study scientific software usage: The case of VOSviewer. Scientometrics, 126, 8153–8186.
87.
PageM.J.McKenzieJ.E.BossuytP.M., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10, 89.
88.
ParmaxiA.ZaphirisP. (2015). Computer-mediated communication in computer-assisted language learning: Implications for culture-centered design. Universal Access in the Information Society, 15, 169–177.
89.
QianK.OwenN.BaxS. (2018). Researching mobile-assisted Chinese-character learning strategies among adult distance learners. Innovation in Language Learning and Teaching, 12, 56–71.
90.
QiuX.ChiuC.K.ZhaoL.L.SunC.F.ChenS. (2023). Trends in VR/AR technology-supporting language learning from 2008 to 2019: A research perspective. Interactive Learning Environments, 31, 2090–2113.
91.
RaoP. (2019). The importance of speaking skills in English classrooms. Alford Council of International English and Literature Journal (ACIELJ), 2, 6–18.
92.
SaifN.KhanS.U.ShaheenI., et al. (2024). Chat-GPT; validating Technology Acceptance Model (TAM) in education sector via ubiquitous learning mechanism. Computers in Human Behavior, 154, 108097.
93.
SangG.ValckeM.van BraakJ.TondeurJ. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers and Education, 54, 103–112.
94.
SangG.ValckeM.van BraakJ.TondeurJ.ZhuC. (2011). Predicting ICT integration into classroom teaching in Chinese primary schools: Exploring the complex interplay of teacher-related variables. Journal of Computer Assisted Learning, 27, 160–172.
95.
ShadievR.DangC. (2022). A systematic review study on integrating technology-assisted intercultural learning in various learning context. Education and Information Technologies, 27, 6753–6785.
ShadievR.WangX. (2022). A review of research on technology-supported language learning and 21st century skills. Frontiers in Psychology, 13, 897689.
98.
ShadievR.YangM. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12, 524.
99.
ŞimşekA.S.AteşH. (2022). The extended technology acceptance model for Web 2.0 technologies in teaching. Innoeduca: International Journal of Technology and Educational Innovation, 8, 165–183.
100.
SpiesR.GrobbelaarS.S.BothaA. (2020). A scoping review of the application of the Task-Technology Fit Theory. In HattinghM.MattheeM.SmutsH.PappasI.DwivediY.MäntymäkiM. (Eds.), Responsible design, implementation and use of information and communication technology (pp. 397–408). Springer.
101.
TaeleP.HammondT.A. (2010). LAMPS: A sketch recognition-based teaching tool for Mandarin Phonetic Symbols I. Journal of Visual Languages and Computing, 21, 109–120.
102.
TangX.TaguchiN. (2020). Designing and using a scenario-based digital game to teach Chinese formulaic expressions. CALICO Journal, 37, 1–22.
103.
TeoT.HuangF.HoiC.K. (2018). Explicating the influences that explain intention to use technology among English teachers in China. Interactive Learning Environments, 26, 460–475.
104.
TianS.JiaL.ZhangZ. (2023). Investigating students’ attitudes towards translation technology: The status quo and structural relations with translation mindsets and future work self. Frontiers in Psychology, 14, 1122612.
105.
TikhonovaE.V.TereshkovaN.S. (2014). Information and communication technologies in the teaching of interpreting. Procedia – Social and Behavioral Sciences, 154, 534–538.
106.
ValdebenitoM.ChenY. (2019). Technology as enabler of learner autonomy and authentic learning in Chinese language acquisition: A case study in higher education. Journal of Technology and Chinese Language Teaching, 10, 61–81.
107.
Van EckN.J.WaltmanL. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84, 523–538.
108.
Van EckN.J.WaltmanL. (2014). CitNetExplorer: A new software tool for analyzing and visualizing citation networks. Journal of Informetrics, 8, 802–823.
109.
Van EckN.J.WaltmanL. (2017a). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111, 1053–1070.
VorobelO. (2022). A systematic review of research on distance language teaching (2011–2020): Focus on methodology. System, 105, 102753.
112.
VygotskyL.S.ColeM.Jolm-SteinerV.ScribnerS.SoubermanE. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
113.
WafaW.SharaaiA.H.MatthewN.K.HoS.A.J.AkhundzadaN.A. (2022). Organizational life cycle sustainability assessment (OLCSA) for a higher education institution as an organization: A systematic review and bibliometric analysis. Sustainability, 14, 2616.
114.
WangC.ChenX.YuT.LiuY.JingY. (2024). Education reform and change driven by digital technology: a bibliometric study from a global perspective. Humanities and Social Sciences Communications, 11, 1–17.
115.
WangC.WangH.LiY.DaiJ.GuX.YuT. (2024). Factors influencing university students’ behavioral intention to use generative artificial intelligence: Integrating the theory of planned behavior and AI literacy. International Journal of Human-Computer Interaction. Advance online publication. https://doi.org/10.1080/10447318.2024.2383033
116.
WangH.KuoB.TsaiY.LiaoC. (2012). A CEFR-based computerized adaptive testing system for Chinese proficiency. Turkish Online Journal of Educational Technology, 11, 1–12.
117.
WangJ.AnN.WrightC. (2018). Enhancing beginner learners’ oral proficiency in a flipped Chinese foreign language classroom. Computer Assisted Language Learning, 31, 490–521.
118.
WangM.DevittA. (2022). A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221132475
119.
WangT.DaJ.YinC. (2022). Intelligibility of Chinese synthesized speech and learners? Attitudes towards its use in CSL learning and instruction: A preliminary study. Journal of Technology and Chinese Language Teaching, 13, 1–16.
120.
WangT.GeD.QiC.H. (2022). The sleepiness of international students in online Chinese classroom: An experimental study based on hybrid technology of facial feature point distribution Model. International Journal of Human–Computer Interaction. Advance online publication. https://doi.org/10.1080/10447318.2022.2133673
121.
WangT.XiaX. (2023). The study of hierarchical learning behaviors and interactive cooperation based on feature clusters. Sage Open, 13.
122.
WangY.LiaoH. (2017). Learning performance enhancement using computer-assisted language learning by collaborative learning groups. Symmetry, 9, 141.
123.
WarrisS.N.SoonG.Y.MarimuthuR.A.L.OthmanJ.BakarM.A. (2018). Listening to improve Chinese pronunciation through Chinese pinyin text. AIP Conference Proceedings, 2013, 20053.
124.
WeiX.YangG.ZhangK.LiZ. (2020). Research on mobile AR language learning environment based on virtual avatar. In 2020 Ninth International Conference of Educational Innovation through Technology (pp. 229–234). IEEE.
125.
WengY.SchmidtM.HuangW.HaoY. (2024). The effectiveness of immersive learning technologies in K-12 English as second language learning: A systematic review. ReCALL, 36, 210–229.
126.
WiboolyasarinW.JinowatN. (2023). Revolutionising dual language learning for young learners with the RILCA app: A mobile-assisted approach. Journal of Computers in Education, 11, 575–593.
127.
WinnW. (2002). Current trends in educational technology research: The study of learning environments. Educational Psychology Review, 14, 331–351.
128.
WongL.ChenW.ChaiC.S.ChinC.K.GaoP. (2011). A blended collaborative writing approach for Chinese L2 primary school students. Australasian Journal of Educational Technology, 27, 1208–1226.
129.
WuD.LiC.ZhouW.TsaiC.LuC. (2019). Relationship between ICT supporting conditions and ICT application in Chinese urban and rural basic education. Asia Pacific Education Review, 20, 147–157.
130.
WuS.M. (2022). Chinese online teaching and learning: The CMU OLI Chinese online program. Journal of Technology and Chinese Language Teaching, 13, 64–77.
131.
YangH.HeY.BuX.XuH.GuoW. (2023). Automatic essay evaluation technologies in Chinese writing: A systematic literature review. Applied Sciences, 13, 10737.
132.
YangJ.YinC. (2018). Learning Chinese colloquialisms through mobile technology. Journal of Technology and Chinese Language Teaching, 9, 35–47.
133.
ZhangD.HennessyS.Pérez-ParedesP. (2023). An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2023.2189915
134.
ZhangQ. (2022). Interactive course design and development for cognitively inspired distance international Chinese education. Computational Intelligence and Neuroscience, 2022, 5040920.
135.
ZhangR.ZouD.ChengG. (2023). Technology-enhanced language learning with null and negative results since 2000: A systematic review based on the activity theory. Education and Information Technologies, 29, 5017–5077.
136.
ZhangY.H.MacWhinneyB. (2023). The role of novelty stimuli in second language acquisition: Evidence from the optimized training by the Pinyin Tutor at TalkBank. Smart Learning Environments, 10, 3.
137.
ZhaoX.XueW. (2023). From online to offline education in the post-pandemic era: Challenges encountered by international students at British universities. Frontiers in Psychology, 13, 1093475.
138.
ZhouW. (2020). Mobile assisted Chinese learning as a foreign language: An overview of publications between 2007 and 2019. Frontiers of Education in China, 15, 164–181.
139.
ZhouX.ChenS.OhnoS.SheJ.KamedaH. (2023). Motivational design for enhancing behavioral engagement in a flipped Chinese course. Asia Pacific Education Review. Advance online publication. https://doi.org/10.1007/s12564-023-09849-x
140.
ZhouX.L.YeZ.CheungH.ChenH.C. (2009). Processing the Chinese language: An introduction. Language and Cognitive Processes, 24, 929–946.
141.
ZiyatdinovaJ.N.FakhretdinovaG.GiliazovaD.R.PavlovaI.V. (2022). VR-technologies in foreign language learning for engineering students. Mobility for Smart Cities and Regional Development-Challenges for Higher Education, 390, 1027–1034.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
