Chinese as a second language anxiety and intervention in a technology-assisted environment: a mini-review

This mini-review examines research on anxiety among learners of Chinese as a second language (CSL) in technology-assisted environments. It synthesizes findings from empirical studies published between 2015 and 2025, focusing on the unique manifestations of anxiety in digital settings, key influencing factors (e.g., technological features, individual differences, instructional design), and evidence-based intervention strategies. Results indicate that technology can both alleviate and exacerbate anxiety: tools such as VR and gamification show promise in reducing oral and communicative anxiety, whereas technical challenges and emotional isolation may heighten distress. Notably, the same platform (e.g., video-conferencing) can produce opposite effects depending on task design and learner proficiency. The review also highlights methodological limitations, including small sample sizes and short-term designs, and proposes a Technology-Affect Interaction Framework to guide future research. The review recommends longitudinal, mixed-methods approaches and learner-centered technological ecosystems that systematically support emotional as well as cognitive dimensions of CSL learning.