Technology-enabled Chinese language learning for young children: A scoping review from 2000 to 2022

Technology has changed Chinese language education in many ways. This systematic review aimed to examine 1) What has been done to use technology in Chinese language teaching and learning worldwide? 2)What populations have been included in previous empirical research on the topic articulated in RQ1? 3) What are the findings (e.g., academic or nonacademic, positive or negative) of existing empirical research on the topic articulated in RQ1?

Following the Prisma scoping research method, we searched ten databases (Chinese and English databases). We found 3,331 articles and the remaining 2,893 after deduplication. After screening by title and abstract yielded 464 articles, and after full-text screening yielded 16 articles (12 English articles, 4 Chinese articles) were coded by evidence (e.g., intervention tools, reader types).

Among them, learning tools include 1) hardware (e.g., e-reader, computer) and 2) software (e.g., systems, applications) equipped to improve children’s Chinese learning interests and achievements (e.g., pinyin, writing). Besides, the population in the study came from mainland China (urban, rural), Taiwan, and overseas Chinese-speaking children. While most technology-enabled Chinese learning is positive, there are instances where it reduces academic performance. However, the impact of technology on children’s Chinese characters writing abilities is uncertain.

Our findings help elucidate the current state of information technology-based Chinese language teaching development. In theory, our review could serve as a starting point to draw further attention to systematic and diverse research in the field. In fact, this work provides specific advice for those who use information technology to teach or learn Chinese. Copyright © 2023 by Association for Reading and Writing in Asia.