Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

This paper examines eleven published studies regarding computer-assisted language learning (CALL) used when teaching Chinese as a foreign language from 2005 to 2017. The guiding research questions include the following: What types of studies were conducted as well as what kinds of CALL were utilized and in what ways? What are the benefits and challenges of using these CALL applications? What are the implications and future research suggestions? Within the 11 empirical studies, the majority was conducted in university settings with students of intermediate proficiency. Most studies had between 11 and 50 participants, and the studies were completed in one semester. Data was collected through observations, surveys, interviews, and focus group discussions. There is a wide rage regarding research themes including four skills, students’ attitude and perception on utilizing CALL in classes, and social networks. After a critical analysis of each article, it turns out most CALL has beneficial effects on students’ development of Chinese language competency, and the majority of the students’ perception are positive about CALL. Some challenges such as lack of technology training and research gaps such as teachers’ perception were also discussed.