The Utilization of Media in Chinese Language Learning: A Review of Theoretical Concepts and Classroom Implementation to Enhance Students' Language Skills

Learning Chinese remains one of the most challenging tasks for students worldwide due to linguistic complexity and diverse instructional approaches. This study systematically reviews 22 peer-reviewed articles on media-supported Chinese language learning, selected using PRISMA guidelines with criteria including relevance to language skill development and use of digital or interactive media. Instead of merely cataloging media, this review synthesizes patterns of effectiveness across different tools. Findings indicate that immersive and interactive media such as VR, chatbots, and online platforms enhance speaking and listening skills, while e-books, AR applications, and interactive writing tools improve reading and writing. Strengths, limitations, and accessibility issues of each media type are discussed. The analysis is framed in light of pedagogical theories, including Communicative Language Teaching, constructivism, and Multimedia Learning Theory, highlighting how media can effectively support language acquisition. The review also identifies future directions for research, emphasizing interactive and innovative media that integrate emerging technologies to foster active student engagement.