An investigation of the impact of mobile applications and websites for Chinese as a foreign language learning in K-12 classrooms in the U.S.

The present study examined the impact of using mobile technology applications and websites on the attitudes and achievement among students learning Chinese as a foreign language in U.S. k-12 classrooms. Data were collected from multiple classes taught by teacher candidates in a Chinese teaching licensure program at a state university. Preliminary data analysis indicates positive findings supporting such technology-based instructional innovations.