A Study of Chinese Vocabulary Learning Strategies in Chinese Language Learning Applications
A Case Study of SuperTest, HelloChinese, and ChineseSkill Applications
Keywords:
Language Learning Applications, Strategies, Vocabulary Learning, Vocabulary, Chinese LanguageAbstract
The objective of this research is to study Chinese vocabulary learning strategies employed in three Chinese language learning applications: SuperTest, HelloChinese, and ChineseSkill. The study adopts a descriptive research design. The research instruments include data collection and exercise analysis forms, which were developed based on Oxford’s (1990) theory of language learning strategies. This study focuses on three types of direct learning strategies: memory strategies, cognitive strategies, and compensation strategies.
After analyzing the collected exercises, the findings reveal that there are a total of 73 exercises across the three applications. Among these, exercises that promote memory strategies account for the highest proportion, followed by those that promote cognitive strategies, while exercises related to compensation strategies are the least common. Additionally, exercises that integrate multiple learning strategies constitute about half of all exercises in each application.
The results indicate that SuperTest, HelloChinese, and ChineseSkill can serve as effective tools for vocabulary learning, particularly in enhancing memory skills. These applications are suitable for practice and review outside the classroom, complementing teacher-led instruction rather than replacing it. Based on the findings, it is recommended that these applications be tested with real learners to confirm their effectiveness. Furthermore, future research could explore other aspects of the applications’ effectiveness to provide a more comprehensive understanding of their educational potential.
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