Huang, S., & Tian, Y. (2025). Rethinking Technology Integration in Chinese Language Teaching: Insights from the Four-Level Feedback Theory. Journal of Technology and Chinese Language Teaching, 16(2), 48-70.
[黄淑雯, & 田野. (2025). 重新审视科技在中文教学中的应用：四级反馈理论的启示. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 16(2), 48-70.]

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Abstract/摘要：

This study explores how technological tools support feedback mechanisms in Technology-Assisted Chinese Language Teaching (TACLT) by using Hattie and Timperley’s (2007) Four-Level Feedback Theory (FLFT) as the evaluative framework. After reviewing 15 studies published in the Journal of Technology and Chinese Language Teaching (JTCLT) from 2022 to 2024, the research assesses the extent to which task-level, process-level, self-regulation, and self-level feedback are integrated into instructional designs. The findings reveal that while task-level feedback is widely implemented through correction-based technologies, process-level and self-regulation feedback are only moderately integrated, and self-level feedback remains largely underdeveloped. The paper argues that technology alone cannot fully address all feedback dimensions and advocates for teachers to actively design instructional activities that complement technological tools, especially in fostering metacognitive engagement and learner motivation.

本研究运用 Hattie 和 Timperley（2007）提出的“四级反馈理论作为评估框架，探讨了技术工具在科技辅助中文教学中对反馈机制的支持作用。通过分析期刊《科技与中文教学》在 2022 年至 2024 年间发表的 15 篇相关研究，本文评估了各个教学设计中科技运用在任务层面、过程层面、自我调控层面以及自我层面的反馈的整合程度。研究结果显示：虽然纠错类技术广泛用于任务层面的反馈，但过程层面与自我调控层面的反馈仅被中等程度地融入教学中，而自我层面的反馈仍明显不足。文章指出，仅靠科技技术本身无法有效全面覆盖所有反馈层面，因此教师应在教学中积极设计有效的教学活动，以弥补科技反馈的不足，尤其是在促进学生元认知投入与学习动机方面发挥关键作用。