Where Can Technology Take 21st Century Chinese Language Learning and Teaching?

Abstract

Abstract This paper explores the transformative role of technology in Chinese second language learning (CSL), bridging the gap between research and teaching implications through an overview of existing research, with added specific insights from the author’s own work over two decades focusing on communicative approaches to teaching and learning CSL. It examines three areas where innovative uses of technology impact on Chinese language learning in and out of the classroom: digitally-supported pedagogy for authentic, student-centred learning; theory-driven research using corpora and eye-tracking; and virtual immersion during residence abroad. Findings demonstrate how mobile-assisted learning, flipped classrooms, and corpus-informed instruction have been successful in enhancing communicative competence and learner autonomy. Eye-tracking studies assist teachers in understanding cognitive processes underpinning character recognition and reading fluency; evidence gathered during the COVID-19 pandemic offers nuanced insights into identity, confidence, and conversational proficiency developed during virtual residence abroad. The paper argues for a paradigm shift in CSL, advocating for training in digitally-literate pedagogies reflecting learners’ sociocultural realities. It concludes by urging integration of generative AI tools to support personalized learning and interactional competence, positioning technology not as a replacement for real-world engagement but as a catalyst for inclusive, resilient, and plurilingual language education in the global “digiverse.”