A QUALITATIVE META-SYNTHESIS OF CHINESE LANGUAGE TEACHING AND LEARNING: 2010-2024

Abstract

The rising global influence of China has significantly accelerated the spread and support for Chinese language education worldwide. This geopolitical shift has not only increased the number of Chinese language learners but also reshaped pedagogical approaches and research priorities in the field. This study investigates the evolving landscape of Chinese language teaching and learning through a qualitative meta-synthesis of academic articles published between 2010 and 2024.                                   By categorizing 151 key words from the dataset of 60 academic articles, the present study identifies two key thematic trends: (1) Theoretical aspect: indexes of Chinese language features, and (2) Practical aspect: issues of Chinese instructional practices, two of which define key aspects of Chinese language teaching and learning respectively. The findings reveal how these two themes interconnect to reflect descriptive synthesis of relevant sub-themes identified from the categorization of key words and construction of research focus. The study concludes with implications for language policy, teacher training, and future research directions in Chinese teaching and learning contexts.