This article describes the accurateness of our application namely Self-Developed Aesthetics Measurement Application (SDA) in measuring the aesthetics aspect by comparing the results of our application and users' perceptions in measuring the aesthetics of the web page interfaces. For this research, the positions of objects, images element and texts element are defined as objects in a web page interface. Mandarin learning web pages are used in this research. These learning web pages comprised of main pages, learning pages and exercise pages, on the first author's E-portfolio web site. The objects of the web pages were manipulated in order to produce the desired aesthetic values. The six aesthetics related elements used are balance, equilibrium, symmetry, sequence, rhythm, as well as order and complexity. Results from the research showed that the ranking of the aesthetics values of the web page interfaces measured of the users were congruent with the expected perceptions of our designed Mandarin learning web page interfaces (reported also in [18]). Thus, it implies that the subjectivity of aesthetics can be measured in an objective manner. For further understanding on our effort in doing aesthetics measurement, we discussed in details the object modelling used as well as the process in developing this application. We also explained the steps on how to run our application. Additionally, the strength and the weakness of our SDA application shared in this paper suggest that there is still room for the improvement for aesthetics measurement.

Differentiated instruction, also known as differentiated learning, is a teaching philosophy that considers the needs of all students, including when they are in a virtual learning environment. Virtual strategies and differentiated instruction could be tailored to every learner’s needs and are more convincing than the traditional “one-size-fits-all” approach to teaching. Virtual differentiated instruction shows concerns about students’ existence, encouraging engagement while fulfilling the needs of high-performance students. However, there is little information regarding the application of virtual differentiated instruction by teachers. Besides, teachers might not regularly adapt instruction to students’ specific characteristics. Hence, this research intends to determine the status of differentiated instruction’s implementation in Mandarin virtual learning. The review demonstrates that educators are aware of the existence and importance of differentiated instruction. The practice of differentiated instruction is growing among Mandarin educators, with voices urging for proper training and guidance for its realisation. Of late, Mandarin researchers have been focusing on technology-enhanced learning. Scholars have directly or indirectly been applying the differentiated instruction approach in their teaching practices, with positive impacts on students’ learning. Nevertheless, some discrepancies need to be considered in ensuring its success. An understanding of differentiated instruction in Mandarin virtual classes can help instructors adopt the approach efficiently with attuned strategies to cater to students’ diversity. It could also provide ideas to other educators in differentiating their teaching strategies towards enhancing students’ learning performances.   Keywords: Differentiated instruction, virtual learning, Mandarin foreign language, technology-enhance learning, students’ diversity.   Cite as: Chua, N. A., Soon, G. Y., Ibrahim, M. Y., Che Noh, C. H., Mansor, N. R., Zaid, C. M., … Shen, D. M. (2021). Virtual differentiated instruction and its implementation in Mandarin teaching: A review.  Journal of Nusantara Studies, 6(2), 231-249. http://dx.doi.org/10.24200/jonus.vol6iss2pp231-249

Technology evolution now allows for many things. However, it is hard to keep students engaged without a teacher’s physical presence contact. Educators may use interactive virtual applications to track students’ progress and giving feedback to keep them engaged. Due to the rise of online learning tools; students have an opportunity for personalised instruction and tailored to their specific needs. Thus, this article presents Classkick, an interactive web and mobile app supporting differentiated Mandarin instruction in higher education. A quasi-experiment was used to examine how influences students’ knowledge and the teacher’s teaching practice. Classkick enhanced the quality of Classkick learning and changed the way students learn. Classkick is a potential app for differentiated instruction. It helps teachers to differentiate instruction for individual need. However, students and teacher need to adjust self-concept to be more effective. The study found that Classkick which can be used to render integrated instruction that can minimise distraction. It showed that technology integrated lessons have a higher impact on student learning than traditional methods.

The brilliant advancement of mobile technologies provides a vivid instructional approach which suits the millennial students where learning happens ubiquitously. Therefore, awareness that mobile-assisted language learning (MALL) encourages personalized learning is the focus. Smartphone, the most excellent creation has impressed everyone, and it offers enormous potential for integration into language learning. Smartphone applications (SA) enable students to learn nowhere, in the class or out of the formal class. However, the way of students perceive SA as the Mandarin learning tools have not yet explored broadly. Thus, this preliminary study aims to examine Mandarin students' perceptions of SA along with its usability, effectiveness, and satisfaction and the correlations of gender, course, and activities via SA against the items mentioned. A quantitative method was used through questionnaires distribution for data collection. 79 of undergraduates from an east coast university were chosen as the respondents to answer the survey. The survey was conducted in the 10th week of a 14 weeks Mandarin course. The collected data were then analysed using SPSS for the descriptive statistics. Two types of smartphone applications included dictionary based and teaching and learning based were identified. The statistics show that all the respondents consented that learning Mandarin via SA has influenced their language performance; task accomplishment and personal study positively. In addition, the students were engaging, satisfied and willing to continue using smartphones in their study. All in all, SA is a potential tool for MALL. However, students need guidance in ensuring the productiveness of SA in MALL.

The teaching of Chinese as a foreign language can be supported by using AI technology. Traditionally, the non-native learners can only interact with the instructors and depend on them solely for speaking practices. However, with the advancement of AI technology, the learners can use AI technology for interactive speaking skill development. In this study, the learners were instructed to download an application at https://m.wandoujia.com/apps/6790950. The process on the preparation of this AI technology in supporting their speaking skill development can be accessed at https://sites.google.com/site/gohyi141/assignments/projectinteractivespeakingapp. By using this AI technology, the findings showed a tremendous affirmative responses pertaining to the use of this AI technology. Hence, AI technology should be encouraged in active utilization for the teaching of Chinese as a foreign language in particular and for all language speaking skill development in general.