The New Ecology of Chinese Language and Literature in the Digital Age--Cultural Inheritance and Innovation

[1] Bruner, L., & Hutchison, A. (2023). Rethinking text features in the digital age: teaching elementary students to navigate digital stories, websites, and videos. The Reading Teacher, 76(6), 747-756. Search in Google Scholar

[2] Jesson, Rebecca, McNaughton, Stuart, Rosedale, & Naomi, et al. (2018). A mixed-methods study to identify effective practices in the teaching of writing in a digital learning environment in low income schools. Computers & education. Search in Google Scholar

[3] Juan, Gao, Ling, & Yu. (2016). Research on the challenges and countermeasures of chinese language and literature education under teaching reform background. International Journal of Technology, Management, 000(008), P.26-28. Search in Google Scholar

[4] Sophia, M. Digital language learning and teaching: research, theory, and practice. ELT Journal(4), 459–461. Search in Google Scholar

[5] Han, Z. H. (2018). Task-based learning in task-based teaching: training teachers of chinese as a foreign language. Annual Review of Applied Linguistics, 38, 162-186. Search in Google Scholar

[6] Liu, Y. T. (2018). Revisiting the practice of keyword-semantic mnemonics in l2 chinese vocabulary instruction from the cognitive perspective. Language Teaching, 15(4), 1-34. Search in Google Scholar

[7] Wright, C., & Chen, Q. (2016). Chen, q. and wright, c. (2016). contextualisation and authenticity in tblt: voices from chinese classrooms. (language teaching research, in press). Language Teaching Research. Search in Google Scholar

[8] Quan, L., & Qiuhuai, D. (2017). The teaching and dissemination of chinese culture:contemporary perspective and connotation. Applied Linguistics. Search in Google Scholar

[9] Xu, Y., & Zhang, J. (2022). Chinese compound word inference through context and word-internal cues:. Language Teaching Research, 26(3), 308-332. Search in Google Scholar

[10] Higgs, J. (2020). Digital discourse in classrooms: language arts teachers’ reported perceptions and implementation. Research in the Teaching of English, 55(1), 32-55. Search in Google Scholar

[11] ZONGXIN, & FENG. (2016). Foreign language/literature as human and social sciences in the chinese context. European Review. Search in Google Scholar

[12] María Napal, Ana María Mendióroz-Lacambra, & Pealva, A. (2020). Sustainability teaching tools in the digital age. Sustainability, 12. Search in Google Scholar

[13] Lampoltshammer, T. J., Albrecht, V., & Raith, C. (2021). Teaching digital sustainability in higher education from a transdisciplinary perspective. Sustainability, 13. Search in Google Scholar

[14] Lee E., A., & Deborah M., T. (2017). The role of the academic library information specialist (lis) in teaching and learning in the 21st century. Interlending & document supply, 45(1), 1-9. Search in Google Scholar

[15] Luo, H., & Yang, C. (2018). Twenty years of telecollaborative practice: implications for teaching chinese as a foreign language. Computer Assisted Language Learning, 31(5-8), 546-571. Search in Google Scholar

[16] Barrot, J. S. (2018). Facebook as a learning environment for language teaching and learning: a critical analysis of the literature from 2010 to 2017. Journal of Computer Assisted Learning, 34(6), 863-875. Search in Google Scholar

[17] Xuesong, G., & Jason, F. (2019). Xiaofei lu and berlin chen (eds): computational and corpus approaches to chinese language learning. Applied Linguistics(4), 4. Search in Google Scholar