Abstract
Chinese language is one of the most difficult languages to learn as a second language. With the growing number of families emigrating from China to other countries, increasing business opportunities with Chinese companies, the demand to learn Chinese has dramatically increased for adults and school-age children. Often seen is a negative effect when learning Chinese; students lose interest to learn quickly without making a concerted effort to practice speaking and writing Chinese. This qualitative empirical study focused on a Chinese language school in Australia to analyze the different methods used to learn Chinese. Mobile technology applications were created to stimulate after school studies in conjunction with traditional face-to-face learning. The applications were shown to be effective tools to increase students’ interest in practicing writing skills and speaking with teachers, peers, and parents. The mobile learning applications and teaching materials developed by WEMOSOFT for this study could be used by other schools, educational institutions, and individuals.
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Zhang, Y.(., Xiang, W., Xue, Q. (2019). Design and Implementation of Chinese as Second Language Learning. In: Zhang, Y., Cristol, D. (eds) Handbook of Mobile Teaching and Learning. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41981-2_102-1
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DOI: https://doi.org/10.1007/978-3-642-41981-2_102-1
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