Chinese Language Learning and Mobile Technologies

2022 ◽  
pp. 1-34
Author(s):  
Zenan Chen
Keyword(s):  
Economic Development ◽  
Language Learning ◽  
Language Learners ◽  
Chinese Language ◽  
Cultural Exchange ◽  
Mobile Technologies ◽  
Future Research ◽  
Reading And Writing ◽  
Chinese Language Learning ◽  
Global Influence

China's global influence has increased with its spectacular economic development. With the growing trade and cultural exchange between China and other countries, there is a rapid rising need for Chinese language learning. Although Chinese language is challenging to learn due to its different intonations, complicated shapes, and considerable significance, it still attracts more individuals, organizations, and companies. Advances in mobile technologies provide new opportunities for language learning anytime and anywhere. To meet the diverse demands of students of language learning, many scholars have studied Chinese mobile language learning and developed many mobile applications to improve language learners' skills in listening, speaking, reading, and writing by leveraging the emerging mobile technologies. This chapter reviews earlier studies on mobile technologies employed in Chinese language learning and provides recommendations for future research.

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.

Chinese Language Learning Anxiety: A Study of Heritage Learners

2015 ◽  
Vol 12 (1) ◽  
pp. 22-47 ◽  
Author(s):  
Han Luo
Keyword(s):  
Language Learning ◽  
Chinese Language ◽  
Learning Ability ◽  
Difficulty Level ◽  
Heritage Learners ◽  
Language Background ◽  
Reading And Writing ◽  
Learning Anxiety ◽  
Chinese Language Learning ◽  
Language Learning Anxiety

This study examines Chinese language learning anxiety and its associated factors among heritage learners. Heritage learners are those who have at least one parent whose native language is a variety of Chinese. They form three sub-groups: heritage learners without a Chinese language background, heritage learners with a background in Mandarin, and heritage learners with a nonMandarin variety background. Chinese heritage learners were found to experience lower levels of anxiety compared to foreign language learners in previous studies and to be more anxious about reading and writing than about speaking and listening. The three sub-groups of Chinese heritage learners’ anxiety experiences in Chinese classes were different. Heritage learners without a Chinese language background were the most anxious, followed by heritage learners with a non-Mandarin variety background, with the Mandarin group being the least anxious. The Mandarin group was significantly less anxious about speaking and listening than the other two groups. The three sub-groups’ anxiety experiences associated with reading and writing tended to be more similar. Correlation and multiple regression results showed that motivation, perceived difficulty level of Chinese, perceived language learning ability, and self-perceived achievement in Chinese classes were significant predictors of anxiety.

Mapping Mobile Learning Experience in Chinese Language Learning

2022 ◽  
pp. 201-216
Author(s):  
Tingting Zhao
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Stepping Stone ◽  
Chinese Language Learning ◽  
The World ◽  
Unique Approach

Advances in mobile technologies have greatly enhanced Chinese language learning. In applying mobile technologies to Chinese language learning, on top of evaluating their impact, one of the key areas is to map where different components of mobile learning experience lie in leveraging mobile technologies for enhancing Chinese language learning. Equipped with the framework of mobile experience, this chapter provides a unique approach to serve as a stepping stone that would lead to more discoveries of innovative and effective ways for mapping mobile learning experience in applying mobile technologies to Chinese language learning around the world.

Modelling Mobile Experience in Chinese Language Learning

2022 ◽  
pp. 232-246
Author(s):  
Tingting Shen
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Chinese Language Learning ◽  
Innovative Model

To model mobile experience is one of the three-step 3M approach proposed by Xu for mobile experience research. Equipped with the three-step 3M approach and based the factor-stage-dimension framework, this chapter proposes an innovative model to locate predictors of mobile experience in applying mobile technologies to Chinese language learning. By refining the factor-stage-dimension frame and the proposed innovative model, this chapter invites further global efforts to compare mobile learning experience in Chinese language learning for securing further discoveries of more effective and powerful ways to describe, explain, and predict mobile learning experience.

scholarly journals Finding an Effective Treatment for Sustainable Chinese Language Learning in Japan: A Comparative Study on Motivation of Different Ages

2021 ◽  
Author(s):  
Qiao-Yu Cai
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Effective Treatment ◽  
Chinese Language ◽  
Survey Method ◽  
Future Research ◽  
Motivation To Learn ◽  
Cultural Productions ◽  
Chinese Language Learning ◽  
Japanese Learners

Sustaining learners’ motivation to keep learning has been concerned for over 60 years in education and SLA. Most research focusing on Japanese university students has contributed lots of theoretical and practical developments, but research focusing on motivations of non-traditional adult learners and those under 18-year-old to learn Chinese is still little even though previous research findings have proved age is one of the key variables influencing learning besides nationalities and Chinese language levels. In order to find an effective treatment for sustainable Chinese language learning in Japan, this study utilized a survey method to analyze the types of Japanese learners’ motivation to learn Chinese via analysis of a moment structures (AMOS), and to compare the differences of the motivation via one-way ANOVA. This study revealed that Japanese learners’ motivation to learn Chinese consists of eight common types, which are “instrumental motivation”, “personal orientation”, “identified regulation”, “Chinese cultural productions”, “integrating into Chinese community”, “external regulation”, “social responsibility”, and “Chinese for academic purposes”. Also, there are similarities and differences existing in the eight motivation types among the Japanese children, adolescents, (non-) traditional adult learners of Chinese as a foreign language (CFL). The findings contribute the understanding of motivation types and differences among the four aged Japanese learners to teachers of teaching Chinese to speakers of other languages (TCSOL), and to future research further exploring how differently aged Japanese learners can have and use a higher motivation as a main drive to learn Chinese language as a lifelong business.

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