Instructional Interventions for Improving CFL Speaking: A Systematic Review Revealing the Need for a Learning Analytics Perspective

Abstract

This review synthesizes 21 empirical studies on instructional interventions for improving Chinese as a Foreign Language (CFL) speaking proficiency identified through ERIC. Interventions include task-based curricula, communicative training programs, and ICT-mediated approaches. While most studies report significant gains, speaking improvement is primarily measured through aggregated pre–post scores and rubric-based ratings. Process-level and trace-based analyses remain limited. The findings suggest that, despite demonstrated effectiveness, CFL speaking research would benefit from greater integration of process-oriented analytic approaches, particularly those aligned with a Learning Analytics perspective