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

<ns3:p>Background Learning Chinese remains a significant challenge for students worldwide due to its linguistic complexity and the variety of instructional approaches. With the rapid development of educational technology, media-supported learning has emerged as a promising approach to enhance language acquisition. However, a comprehensive synthesis of how different media contribute to specific language skills is still limited. Methods This study employs a systematic literature review of 22 peer-reviewed articles selected using PRISMA guidelines. The inclusion criteria focused on studies addressing Chinese language skill development and the use of digital or interactive media. Rather than merely categorizing media types, this review analyzes patterns of effectiveness across different tools and learning contexts. Results The findings reveal that immersive and interactive media, such as virtual reality (VR), chatbots, and online platforms, significantly enhance speaking and listening skills. Meanwhile, e-books, augmented reality (AR) applications, and interactive writing tools are more effective in improving reading and writing abilities. Each media type presents distinct strengths, limitations, and accessibility challenges. The results are interpreted through pedagogical frameworks, including Communicative Language Teaching, constructivism, and Multimedia Learning Theory, demonstrating how media facilitates active and meaningful learning. Conclusions Media-supported learning plays a crucial role in improving Chinese language acquisition when aligned with appropriate pedagogical principles. Future research should focus on developing innovative and interactive media that integrate emerging technologies to promote student engagement and optimize learning outcomes.</ns3:p>