From the Practice of “HanCi App” to Theory: Constructing an AI-Driven Ecosystem for Chinese as a Second Language Vocabulary Acquisition

Junyan Chen; Jiongxin Chen; Dongjin He

doi:10.62051/ijgem.v8n1.31

Authors

Junyan Chen
Jiongxin Chen
Dongjin He

DOI:

https://doi.org/10.62051/ijgem.v8n1.31

Keywords:

Chinese as a Second Language (CSL), Vocabulary Acquisition, Artificial Intelligence (AI), Mobile-Assisted Language Learning (MALL), Learning Ecosystem, Educational Technology, Theoretical Framework

Abstract

The acquisition of vocabulary is a cornerstone of mastering Chinese as a Second Language (CSL), yet it presents formidable challenges due to the logographic nature of characters, tonal complexities, and vast lexicon. While Mobile-Assisted Language Learning (MALL) applications have proliferated, many remain fragmented tools rather than holistic learning environments. This paper posits a theoretical shift from a tool-based perspective to an ecosystem model for CSL vocabulary acquisition. It takes as its conceptual starting point a hypothetical, state-of-the-art application, the “HanCi App,” to deconstruct the practical components of an ideal AI-driven learning experience. The features of this imagined application—including adaptive lexical profiling, multimodal contextualization, AI-powered production practice, and personalized feedback—are used as a springboard to theorize a broader, more integrated framework. This paper argues that an isolated application, no matter how sophisticated, is insufficient. Instead, it proposes the construction of an AI-Driven CSL Vocabulary Acquisition Ecosystem. This ecosystem framework extends beyond a single app to encompass a network of interconnected services: browser extensions for authentic content interaction, social media plug-ins for communicative practice, and learning management system integration for formal educational contexts. By connecting these disparate learning moments, the ecosystem leverages a unified AI engine to create a persistent, personalized, and context-aware learning trajectory for each user. This theoretical paper synthesizes principles from second language acquisition (SLA) theory, including Schmidt’s Noticing Hypothesis, Connectionism, and Sociocultural Theory, with contemporary advancements in artificial intelligence and educational technology. It aims to provide a robust conceptual blueprint for the future design, development, and implementation of technology that can holistically support the lifelong journey of CSL vocabulary learning.

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