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Learning Chinese as a foreign language (CFL) poses significant challenges, owing primarily to the complexities of its writing system and the vast vocabulary needed for effective communication (Wen, 2022; Wen et al., 2024). One of the key difficulties for CFL learners in China is Chinese writing, which is particularly demanding because of students’ limited vocabulary knowledge (Wen, 2022). Vocabulary is an essential component of language, as highlighted by Wilkins (1972), who emphasized its importance for successful communication. Additionally, sociocultural perspectives on language learning highlight the importance of authentic contexts and social interactions for meaningful language acquisition (Almulla, 2020; Lantolf & Xi, 2023). However, research has indicated that CFL students often encounter de-contextualized and fragmented knowledge in Chinese language classrooms, which impede their language proficiency (Wong et al., 2021). Hence, to tackle these challenges, it is imperative to explore proactive and effective approaches to CFL vocabulary learning that focus on authentic contexts and leverage technology-based tools and social media platforms.
In response to the existing challenges brought by the new educational landscape, the concept of seamless learning has emerged, promoting the idea of enabling learners to engage in learning whenever they are motivated, without being confined by boundaries (Hendrowibowo & Kristanto, 2023; Xiao et al., 2021). The rapid pace of technological advancement in education has greatly facilitated the notion of continuous and seamless learning, enabling learners to engage in learning anywhere and at any time (Foomani & Hedayati, 2016; Kayalar, 2022). Thus, the present research was conducted within the framework of seamless learning.
Over the years, the adoption of seamless language learning by language learning scholars has prompted the redesign of language learning practices, consistently demonstrating its efficacy in enhancing second language (L2) learners’ experiences (Devourou et al., 2022; Hambrock & De Villiers, 2023). However, in comparison to seamless English as a foreign language (EFL) learning, seamless CFL learning in the Chinese mainland has received scant research attention, while the EFL learning research area has been consistently dominant and popular (Wong et al., 2021; Zhou et al., 2022). Grasping how to implement this approach is crucial for creating effective teaching and learning strategies in seamless CFL education.
Despite the promising findings in the literature regarding the future of seamless learning (Wen et al., 2024; Wong et al., 2021), the implementation of this approach in CFL remains underdeveloped in comparison to other established models that integrate technology into learning, such as web-based technology and virtual reality/augmented reality (VR/AR) technologies (Chen et al., 2022; Liu & Zhang, 2021; Tsai, 2023). Web-based and VR/AR educational technologies often face challenges in broader implementation owing to issues like copyright restrictions, equipment maintenance, and a lack of educational resources in many institutions, limiting their accessibility in higher education contexts (Wen et al., 2024).
In contrast, the seamless Chinese vocabulary learning (SCVL) framework offers a more practical and adaptable solution. Its portability, ease of use, and convenience address many of the challenges associated with more complex technologies (Song & Hwang, 2020; Wong et al., 2021). Additionally, demonstrations of SCVL utilization in actual educational contexts on the Chinese mainland has been scarce (Song & Hwang, 2020; Zhou & Goh, 2023)