The effects of different approaches to teaching Chinese orthography on character acquisition and reading performance in learners of Chinese as a foreign language: a systematic review

Thesis

There is growing evidence investigating the effects of different instructional methods on character acquisition and reading performance in contexts where students are learning Chinese as a foreign language (CFL). However, efforts to present a comprehensive and transparent synthesis of the literature have been limited, with previous systematic reviews suffering from incomplete reporting and the absence of risk of bias assessments. This makes it difficult to guide effective research and leaves educators unable to draw meaningful conclusions to inform sound teaching practice. Therefore, a critical evaluation of the current state of knowledge is needed, especially given the global expansion of Mandarin as the predominant variety taught in educational settings, and the inherent challenges associated with learning Chinese orthography.

A systematic search process identified 30 eligible studies, published between 1990-2024. Findings revealed five broad categories of pedagogical approaches: computer-assisted language learning, conventional (or traditional) techniques, holistic approaches (combining reading, writing, listening, speaking), timing of character teaching, and various presentation methods when introducing unfamiliar characters. Compared to conventional strategies like rote memorisation, studies generally favoured technology-enhanced or multimodal methods, holistic approaches, and different ways of presenting target items. Research on the timing of orthographic instruction was mixed, with some evidence promoting immediate teaching of characters over a pinyin-first approach. However, trustworthiness ratings indicated that the overall strength of the literature was generally weak, with 23 studies classified as having high risk of bias. The actual or potential effects of each approach, considered alongside its study quality, are crucial factors for CFL practitioners when deciding whether to maintain existing teaching strategies in the classroom or adopt those found in this review. Some instructional methods may be successful in certain learning contexts, but the overall low methodological quality of the available evidence makes it problematic to draw clear causal inferences and offer confident pedagogical recommendations. Future research must employ more robust and transparent study designs to support the development of evidence-informed CFL teaching.

Authors: Qin, S

• DOI: 10.5287/ora-xoxpz9q41
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: ALLT; character acquisition; ALLT2025; systematic review; Chinese orthography; reading performance; Chinese as a foreign language; teaching and learning of Chinese as a foreign language; instructional approaches
• Subjects: Chinese; Orthography and spelling; Second language acquisition; Applied linguistics; Reading; Learning; Teaching