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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.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/review-of-teaching-and-learning-chinese-as-a-second-or-foreign-language-emerging-trends-book-review/414637/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/review-of-teaching-and-learning-chinese-as-a-second-or-foreign-language-emerging-trends-book-review/414637.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What overall themes does the review say the book addresses?","Question",{"text":112,"@type":113},"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.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Chapter 1 describe the STARTALK eTower approach?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"What learning outcomes does the review report from the teletandem chapter?",{"text":121,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},414637,1791432687,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","[http://e-flt.nus.edu.sg/](http://e-flt.nus.edu.sg/)  \nElectronic Journal of Foreign Language Teaching 2020, Vol. 17, Supp1 . 2, pp. 547–551 © Centre for Language Studies National University of Singapore  \nReview of “Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends”  \n\n| Title | Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends |\n| --- | --- |\n| Editor | Ko Yin Sun |\n| Year of Publication | 2019 |\n| ISBN | 978-1-4985-7479-2 (Hardback) $95.00 • 978-1-4985-7480-8 (eBook) |\n| No. of Pages | 268 pp. |\n| Place of Publication | London, UK, and New York, USA |\n| Publisher | Rowman & Littlefield |\n\nReviewed by Hock Huan Goh and Baoqi Sun (National Institute of Education, Nanyang Technological University, Singapore)  \nIn 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.  \nWith 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.  \nIn 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  \n548 Hock Huan Goh and Baoqi Sun  \nand 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.  \nIn 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","cbCaiorcLq7OuIjh","https://ap.wps.com/l/cbCaiorcLq7OuIjh","pdf",265326,"English","# Review Overview\n## Emerging Themes in CSL/CFL\n# Chapter Highlights\n## CALL and Open Access Online Technology (STARTALK eTower)\n## Vocabulary Learning with Technology\n## Reflective Online Learning Model Assessment\n## Teletandem Between U.S. and Taiwan Universities\n## Learner Motivations for Learning Chinese","[{\"question\":\"What overall themes does the review say the book addresses?\",\"answer\":\"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.\"},{\"question\":\"How does Chapter 1 describe the STARTALK eTower approach?\",\"answer\":\"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.\"},{\"question\":\"What learning outcomes does the review report from the teletandem chapter?\",\"answer\":\"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.\"}]","Review of “Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends” - Book Review | PDF",1790598205]