Review of “Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends” - Book Review

Sep 28, 2026

Reviewing the edited volume “Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends” (2019), the text surveys fourteen chapters and organizes them around three emerging CSL/CFL themes: ICT, young learners, and the teaching and learning of Chinese characters. The review highlights computer-assisted language learning models, technology-supported vocabulary learning, reflective online learning assessments, and teletandem collaboration across U.S. and Taiwan learners. It concludes with comments on the volume’s contributions and directions for further research.

LanguageEnglish

CategoryLiterature

FormatPDF

Pages5

Reading Time8 min

AccessFree to download

Review Overview

Emerging Themes in CSL/CFL

Chapter Highlights

CALL and Open Access Online Technology (STARTALK eTower)

Vocabulary Learning with Technology

Reflective Online Learning Model Assessment

Teletandem Between U.S. and Taiwan Universities

Learner Motivations for Learning Chinese

[http://e-flt.nus.edu.sg/](http://e-flt.nus.edu.sg/) Electronic Journal of Foreign Language Teaching 2020, Vol. 17, Supp1 . 2, pp. 547–551 © Centre for Language Studies National University of Singapore Review of “Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends” | Title | Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends | | --- | --- | | Editor | Ko Yin Sun | | Year of Publication | 2019 | | ISBN | 978-1-4985-7479-2 (Hardback) $95.00 • 978-1-4985-7480-8 (eBook) | | No. of Pages | 268 pp. | | Place of Publication | London, UK, and New York, USA | | Publisher | Rowman & Littlefield | Reviewed by Hock Huan Goh and Baoqi Sun (National Institute of Education, Nanyang Technological University, Singapore) In recent decades, globalization and transnational movements have increased the learners who learn Chinese as a second or foreign language (CSL/CFL) in varied linguistic and sociocultural contexts. Little research attention, however, has been given to identify the effective ways of teaching and learning of Chinese. Hence this well-presented book, Teaching and Learning Chinese as a Second or Foreign Language is very timely indeed. Comprising a diverse range of empirical and theoretical studies, the edited volume not only highlights the diversity and complexity of Chinese learning in diasporic communities but also suggests directions for future research to better depict the complicated issue. The 14 chapters were not further divided into sections but were broadly pointed out by the editor to have addressed three emerging themes in CSL/CFL, i.e. ‘Information and Communication Technology (ICT)’, ‘Young learners’ and‘Teaching and Learning of Chinese Characters’. In the following review, we shall highlight the findings of each chapter deemed critical to CSL/CFL studies, after which we shall provide comments on this volume’s contributions in the three emerging themes. With Chapter 1, STARTALK eTower: Increasing Chinese Language and Cultural Proficiency Through Open Access Online Technology, by Dali Tan, Angela Gunder, Shaoyu Chi, and Susan Picard, the volume introduced an effort on computer-assisted language learning (CALL), named the STARTALK eTower, which draws principles from Integrated Performance Assessments, Adaptive Learning and Open Educational Resources. This system consists of learning modules encompass an overarching theme, whereby the modules are designed to keep students engaged and persisted in their CL learning, by removing impediments to access and fulfilling learners’ desire for a personalized learning progression. This progression began with a user assessment to determine the learners’ level and guides the user through each module with pre-assessment, interactive instruction, learning activities, practice activities, and a final task, with custom feedback at every stage of learning. In Chapter 2, Learner Autonomy and Chinese Vocabulary Learning with Technology, by Yalun Zhou and Michael Wei, another CALL attempt using an internet-based games approach were introduced. Through individual vocabulary gameplay, live group vocabulary game competition 548 Hock Huan Goh and Baoqi Sun and self-paced vocabulary learning on Quizlet, 54 college-level CFL learners were expected to know the Chinese characters, pinyin and meaning of words in English in periodic word dictation tests. Via an open-ended question, the study found that the live group vocabulary game competitions promote engaging vocabulary learning and motivated learners to achieve day-to-day instructional goals in the CFL classroom, and hence urged the strategic use of CALL in L2 learning. In a similar tune of using CALL to facilitate language learning, Chapter 3, Use Reflective Learning Model to Assess the Effectiveness of Online Language Learning by Pei-ni Causarano, adopted an action design approach to intervening 14 secondary level students in their learning of Chinese using 8 units of fully

FAQs

What overall themes does the review say the book addresses?

The review states the chapters are broadly pointed out by the editor to address three emerging themes in CSL/CFL: ICT, young learners, and teaching and learning of Chinese characters.

How does Chapter 1 describe the STARTALK eTower approach?

Chapter 1 presents STARTALK eTower as a computer-assisted language learning system that uses modules guided by user assessment, with pre-assessment, interactive instruction, practice, final tasks, and custom feedback at each stage.

What learning outcomes does the review report from the teletandem chapter?

After eight weeks, students reported that teletandem improved their communicative skills in the target language, and the study also indicated that language partners motivated learners’ language learning.

Sep 28, 2026

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