Evaluation of Mobile Apps for Chinese Language Learning

Evaluation of Mobile Apps for Chinese Language Learning

Liva Leja (University of Latvia, Latvia)
Copyright: © 2019 |Pages: 15
DOI: 10.4018/978-1-5225-9031-6.ch009
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More and more people around the world choose to learn Chinese as a foreign language. However, due to its specifics, people often encounter difficulties in learning it. As a result of technological development, there are a number of useful tools that can improve the learning process, including various learning mobile applications (apps). Considering the huge amount of language learning applications and the lack of a unified evaluation system, it is possible to get lost in the options offered. The purpose of this chapter was to create criteria for evaluating Chinese language learning mobile apps that would help users with finding effective apps for learning Chinese as a foreign language.
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Literature Review

Technology enhanced learning (TEL) has been a known topic in education field for a while now. Historically, it has been mentioned already in the 1920s, when professor Sindney L. Pressey of Ohio State University created the “teaching machine” (Pressey, 1926). In the 1950s, B. F. Skinner studied the design and applications of “teaching machine” in pedagogy, which means that already at this time the foundations for technology- enhanced learning were developed (Skinner, 1961). By that time, it was clear that by properly using technologies in education, it is possible to make the learning process more effective. Nowadays, technologies have improved and changed a lot, but the main idea remains the same: technologies should be used in a way that creates a better learning environment and supports better learning outcomes. This has led to a growing interest in using technologies in education (Duval, Sharples, & Sutherland, 2017).

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