| Summary: | The use of technology in foreign language learning has gained significant attention, particularly in countries like Malaysia and Germany, where Chinese is taught as a foreign language. This paper compares how technology is integrated into Chinese language learning in these two countries, highlighting its potential to improve learning outcomes. We explore key factors such as student motivation, cultural influences, and the challenges faced by learners, providing empirical evidence on the similarities, differences, and impacts of the technologies used. Additionally, we emphasize the importance of teacher-related factors in language instruction and offer pedagogical recommendations for educators and stakeholders. Finally, we acknowledge the study's limitations and suggest areas for future research, particularly focusing on teacher adaptability in language education. © 2024 The Authors.
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