E-LEARNING RESOURCES FOR CHINESE VOCABULARY LEARNING AT HANOI NATIONAL UNIVERSITY OF EDUCATION: CURRENT STATUS AND SOLUTIONS

Abstract

This study examines the current state of Chinese vocabulary learning among non-major undergraduates at Hanoi National University of Education and proposes appropriate E-learning solutions. A mixed-methods design was used, including a survey of 127 students with a 24-item Likert scale (Cronbach’s alpha = 0.904) and in-depth interviews with seven lecturers. The analysis indicates that traditional approaches do not adequately support vocabulary memorization and contextual use, and that E-learning practices remain fragmented. While most students report frequent use of LMS based materials, a sizeable neutral group suggests unstable engagement. Lecturers prioritize tone correction, character structure and stroke order, and vocabulary usage, yet report a lack standardized digital resources and short formative assessments integrated into the LMS. Based on these findings, the paper proposes an E-learning resource package at three levels: institution, instructors, and students. The study provides empirical evidence and recommendations for building an effective digital learning environment in higher education.