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<p>Mastering Hanzi (Chinese characters) remains a significant challenge for L2 Chinese learners, particularly for those from alphabetic language backgrounds. While traditional handwriting pedagogy emphasizes cognitive and cultural value, its inefficiency in digital contexts necessitates reevaluation. This study investigates how e-writing Hanzi can reduce cognitive load, enhance phonetic awareness via multimodal strategies, and balance digital literacy with cultural engagement through classroom observations, questionnaires, and interviews at Urgench State University (Uzbekistan). The findings support a hybrid teaching model integrating digital tools and provide recommendations for curriculum design, classroom instruction, and textbook materials that prioritize adaptive learning.</p>

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Transforming Hanzi Pedagogy: E-writing as an Innovative Paradigm for L2 Chinese Learners

  • 期刊论文

  • 发表日期：

    2025年7月23日

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  • Guojun Dong,
  • Xuelan Ma

摘要

Mastering Hanzi (Chinese characters) remains a significant challenge for L2 Chinese learners, particularly for those from alphabetic language backgrounds. While traditional handwriting pedagogy emphasizes cognitive and cultural value, its inefficiency in digital contexts necessitates reevaluation. This study investigates how e-writing Hanzi can reduce cognitive load, enhance phonetic awareness via multimodal strategies, and balance digital literacy with cultural engagement through classroom observations, questionnaires, and interviews at Urgench State University (Uzbekistan). The findings support a hybrid teaching model integrating digital tools and provide recommendations for curriculum design, classroom instruction, and textbook materials that prioritize adaptive learning.