Dictionary Apps in Chinese Language Learning

2022 ◽  
pp. 174-199
Author(s):  
Yao Zhang
Keyword(s):  
Mixed Methods ◽  
Foreign Language ◽  
Language Learning ◽  
Chinese Language ◽  
Mixed Methods Study ◽  
Network Structures ◽  
Chinese Language Learning

After evaluating available Chinese-as-a-foreign-language (CFL) dictionaries on the market, this chapter identifies CFL learners' difficulties with learning Chinese and their needs for CFL dictionaries through an exploratory mixed-methods study involving interviews with 30 German CFL learners and a survey with 379 participants. This chapter also proposes a dictionary app for learning Chinese for German CFL learners with a focus on microstructural classes, access and network structures, and additional supporting functions.

Evaluation of Mobile Apps for Chinese Language Learning

2019 ◽  
pp. 191-205
Author(s):  
Liva Leja
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Evaluation System ◽  
Technological Development ◽  
Mobile Apps ◽  
Chinese Language ◽  
Huge Amount ◽  
Chinese Language Learning ◽  
The World

More and more people around the world choose to learn Chinese as a foreign language. However, due to its specifics, people often encounter difficulties in learning it. As a result of technological development, there are a number of useful tools that can improve the learning process, including various learning mobile applications (apps). Considering the huge amount of language learning applications and the lack of a unified evaluation system, it is possible to get lost in the options offered. The purpose of this chapter was to create criteria for evaluating Chinese language learning mobile apps that would help users with finding effective apps for learning Chinese as a foreign language.

scholarly journals Predictors of Foreign Language Anxiety: A Study of College-Level L2 Learners of Chinese

2018 ◽  
Vol 41 (1) ◽  
pp. 3-24
Author(s):  
Han Luo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Learning Ability ◽  
Foreign Language Anxiety ◽  
College Level ◽  
Learning Anxiety ◽  
Chinese Language Learning ◽  
Language Learning Anxiety

AbstractThis study investigated seven learner variables (i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language) as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.

A measure of Chinese language learning anxiety: Scale development and preliminary validation

2014 ◽  
Vol 3 (2) ◽  
pp. 147-174 ◽  
Author(s):  
Han Luo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Discriminant Validity ◽  
Chinese Language ◽  
Internal Consistency Reliability ◽  
Anxiety Scale ◽  
Speaking Anxiety ◽  
Learning Anxiety ◽  
Chinese Language Learning ◽  
Language Learning Anxiety

AbstractAs the Foreign Language Classroom Anxiety Scale (FLCAS), the most widely used measure for foreign language anxiety, is a generic instrument that mainly addresses speaking anxiety and does not take into consideration of the characteristics of target languages, this study attempts to develop a Chinese Language Learning Anxiety Scale reflective of anxieties associated with the four skills. The initial pool of items approved by five experts were administered to 447 Chinese language learners from two large public universities in the U.S. Exploratory factor analyses yielded a three-factor solution of the scale, i.e., Speaking Anxiety, Listening Anxiety, and Reading & Writing Anxiety, lending support to the construct validity of the scale. Results of reliability analysis and correlation analyses indicated that the Chinese Language Learning Anxiety Scale and its three sub-scales have good internal consistency reliability, convergent and discriminant validity, and criterion-related validity.

Measuring Mobile Experience in Chinese Language Learning

2022 ◽  
pp. 217-231
Author(s):  
Chenxiang Elaine Ji
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Research Question ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Future Research ◽  
Online Questionnaire ◽  
Chinese Language Learning ◽  
Different Levels

After mapping dimensions and directions of experience in applying mobile technologies to Chinese language learning, another key task is to measure different levels of experience in terms of its dimensions and directions of learners' experience in leveraging mobile technologies, mobile learning apps in particular. Equipped with the proposed 6E-r framework of mobile experience, this chapter provides indicators and criteria in measuring mobile learning experience in applying mobile technologies to Chinese language learning around the world. This chapter also developed an online questionnaire for future research reference in order to successfully gauge the different levels of experience in applying mobile technologies to Chinese language learning. Ultimately, this chapter attempted to resolve the research question, that is, how mobile learning experience is enhanced by narrowing the gap between the normative experience and the empirical experience.

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