A systematic review of computer-mediated communications in Chinese as a foreign language from 2008 to 2022: Research contexts, theoretical foundations and methodology, affordances and limitations

The Covid-19 pandemic has demonstrated how ubiquitous and pervasive technology to support communication collaboration become in people’s lives. This article seeks provide an overview of the use computer-mediated (CMC) learning Chinese as a foreign language (CFL). authors systematically reviewed 68 empirical research articles 3 review published between 2008 2022 (early April). in-depth aims investigate: (1) characteristics CMC-facilitated CFL worldwide context; (2) common theoretical foundations methodological approaches; (3) learners’ linguistic intercultural communicative competence development through CMC; (4) affordances limitations CMC field research. Findings from this suggest that majority studies were formal education contexts within Anglosphere countries. most commonly acknowledged well aligned with wider second acquisition (SLA) domain. A mixed-methods approach was predominant undertaken selected papers, small number experimental or quasi-experimental 2022. analysis also identified clear gap relation young learners literature. predominance at ab initio level would more is needed on younger intermediate advanced using CMC. Additionally, synthesized applying technologies practice were: active engagement; authentic communication; learner centeredness; opportunities for discovery. By addressing technological individual implementation context, suggestions recommendations about further teaching are highlighted conclusion section.