Chengzhi Chu (¿¿¿) is Associate Professor of Chinese and Senior Program Advisor in the Chinese Program at the University of California, Davis, where he also serves on the Graduate Faculty of Linguistics and Second Language Acquisition. He has published widely in Chinese linguistics (grammar, lexicon, writing system, and dialect), cognitive semantics, corpus linguistics, Chinese L2 pedagogy, application of technology in Chinese teaching, and intercultural communication.

Matthew D. Coss (¿¿¿) is a PhD candidate in Second Language Studies at Michigan State University. His research focuses on the multiple existing and potential interfaces between additional language learning research and practice, with particular focus on (task-based) language teaching and assessment, language program design and evaluation, and language teacher education.

Phyllis N. Zhang (¿¿) is Professor of Chinese at The George Washington University in Washington, D.C. With a background in applied linguistics and language education, Dr. Zhang has authored a series of proficiency-oriented Chinese language textbooks. Her research centers around L2 language proficiency development and assessment, pedagogical grammar, and the integration of technology to enhance language instruction.

List of Contributors¿¿Foreword IntroductionPART I THEORY ¿¿¿¿1. The Evolution of Hanzi Proficiency and the E-Writing Transformation of L2 Chinese Instruction in the Digital Age ¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿"¿¿¿¿" ¿¿¿¿¿2. The E-Writing Approach to L2 Chinese Instruction: Clarifying Fundamental Principles and Core Concepts ¿¿¿¿¿¿¿"¿¿¿¿¿¿¿¿¿"¿¿¿¿¿¿¿¿¿¿¿¿
3. Typing Characters, Priority-Setting, and Skill Integrability: L2 Chinese in the Digital Age ¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿PART II RESEARCH ¿¿¿¿4. The Typing-Based Approach to L2 Chinese Beginner Instruction: A Study of Hanzi Instructional Design and Learning Outcomes ¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿5. Save Your Strokes: Further Studies on the Efficiency of Learning Chinese Words Without Hand-Writing ¿¿¿¿¿¿-¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿6. Voice-Writing Hanzi Using Speech-to-Text Technology for L2 Chinese Learning and Instruction: An Exploratory Study ¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿7. E-writing in Chinese as a Second and Foreign Language Learning: A Systematic Review¿¿¿¿¿¿¿¿¿¿¿¿¿¿PART III PRACTICE ¿¿¿¿8. E-Writing Based Pedagogy to Advance Chinese Language Learning: Practices from Heritage and Non-Heritage Teaching at a Major Canadian University ¿¿¿¿¿¿¿¿¿¿¿¿-¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿
9. Computerized Chinese to Promote the Three Modes of Communication in an Intermediate Level L2 Chinese Class "¿¿¿¿"¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿10. Towards a Curricularized Approach to L2 Hanzi Teaching and Learning in the Digital Age¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿
PART IV REFLECTIVE ESSAYS ¿¿¿¿11. To What Extent Is Writing Chinese by Hand Still a Basic Skill?¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿12. Handwriting or Not in the Chinese Language Classroom?¿¿¿¿¿¿¿¿¿¿¿¿¿13. Chinese Character Learning for All Students¿¿¿¿¿¿¿¿¿¿¿¿¿14. Rethinking the Role of Handwriting for Additional Language Learners¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿15. A Few Thoughts About How to Learn a Few Thousand Characters¿¿¿¿¿¿¿¿¿¿¿¿¿¿¿16. From Purposeless Memorization to Purposeful Communication: Using, Not Just Writing, Chinese¿¿¿¿¿¿¿¿¿¿¿¿¿¿--¿¿¿¿¿¿¿¿¿¿¿¿17. Typing Chinese: An Alternate Path to Literacy and Connection¿¿--¿¿¿¿¿¿¿¿¿¿¿¿¿¿18. Gaining Acceptance for the Digitization of Hanzi Learning in the 21st Century¿¿¿¿¿¿¿21¿¿¿¿¿¿¿¿¿19. Reflections on Writing Hanzi During and Beyond School¿¿¿¿¿¿¿¿¿¿¿¿¿¿ Afterword ¿ Index