AbstractBlended teaching has emerged as a trend in the digital learning environments of the post-COVID-19 era. In recent years, discussions on ’principled eclecticism’ have arisen in the field of foreign language education. Principled eclecticism advocates for teachers to integrate various teaching methods, techniques, and strategies, tailoring them to learners’ goals, needs, and situations to create diverse and flexible foreign language classes. Learner-centered diversified teaching not only aligns with the concept of hybrid teaching in the post-COVID-19 pandemic era but also coincides with the ’teaching in accordance with aptitude’ (yīncáishījiào) advocated in Confucius’ thought. A literature review revealed that ’principled eclecticism’ was proposed in 2000 and has been discussed in the context of English teaching. This study employed Boolean Logic to search for relevant Chinese and English terms in major academic research databases (Taiwan’s online Airiti Library, ERICDATA, National Digital Library of Theses and Dissertations in Taiwan, China Academic Journals Full-text Databas (CJFD), China Masters’ Theses Full-text Database (CMFD), China Dissertations Database, EBSCOhost, ProQuest and ERIC- Education Resources Information Center), however, very little discussion on the application of principled eclecticism in the Chinese language teaching. A systematic literature review on the core concepts of principled eclecticism in foreign language education has been conducted in this study to fill the knowledge gap in Chinese language teaching research and practice. Applying principled eclecticism, this study has also developed a lesson plan, taking ’Wàngzǐchénglóng Wàngnǚchéngfèng’ (Hope children will have a bright future) as an example, for Chinese language teaching, as well as a checklist with 22 items for principled eclectic Chinese language teaching that can be applied in future research and practice.

China’s rapid economic growth has lead foreigners would to increasingly become interested learning Chinese as a foreign language. Hence, not only in Taiwan but also in other countries, various business Chinese courses are being offered by universities, and international companies. Due to this increase in the need to provide to provide exceptional instruction, designing suitable business Chinese materials has become significance. To meet this need, this study aims to construct assessment indicators of digital Chinese materials toward non-native Chinese speaking businessmen and women (NNCSB). The preliminary “PC2U” assessment indicators are constructed on the basis of cognitive load theory, characteristics of adult learners learning Chinese, review on digital business Chinese materials, and previous empirical findings. The “PC2U” assessment indicators, which include 4 dimensions, 11 criteria, and 63 indicators, followed by the analysis hierarchy process (AHP) are used to construct the weight system for the “PC2U” assessment indicators. This study found that priorities, with respect to 4 dimensions (production, content, usage, and usefulness), to access digital business Chinese, that “content”, which consists of credibility, data update, and learning needs, is foremost. Moreover, it will be proven here that of 3 criteria in the “content” dimension to assess digital business Chinese, that “learning needs” is equally as important as “credibility”, and both are the former two are more crucial than “data update”. The constructed assessment indicators weight system of digital business Chinese materials is not only beneficial to fill the knowledge gap on business Chinese research, but also help publishers and teachers compile and select high quality digital business Chinese.

The present study analyzed a series of user-friendly, free Web2.0 digital tools for distance Chinese learners to study along with a textbook, Practical Audio-Visual Chinese 2, designed and carried out experimental teaching courses for Japanese participants with elementary Chinese proficiency, and lastly concluded with pedagogical suggestions for TCSOL based the feedback from users. Based on the study results, two main themes were discussed: (1) how to design Web2.0 digital tools for distance Chinese learners as well as the pros and cons of using Web2.0 digital tools for TCSOL, (2) the timing, procedure, and effects of modular teaching using Web2.0 digital tools on elementary learners of Chinese.

Research subjects in this study were Taiwan students in Teaching Chinese to Speakers of Other Languages (TCSOL) programs. A total of 561 scales were issued, and 414 subjects responded on how to analyze various creative abilities. Four main study findings were noted: 1) male and female students in TCSOL departments were equipped with the same abilities in language and drawing; 2) graduate students in TCSOL departments performed better in language ability; whereas undergraduate students in TCSOL programs performed better in drawing ability; 3) graduate students in TCSOL departments performed better in language ability than undergraduate students; and 4) students in the TCSOL program performed better in drawing ability than graduate students. With respect to normed data, approximately 414 responses were established by T-score and percentile, which provided criteria for interpretations and implications.