This study explores the impact of e-learning environments on Chinese language learners' learning enthusiasm, oral fluency, and accuracy. With the development of e-learning environments, learners increasingly prefer online learning, which may influence language acquisition. E-learning environments provide diverse learning resources and interactive methods, facilitating language learning while also presenting new challenges. Face-to-face classroom interaction is considered an ideal setting for language learning, but research on correction methods and their effectiveness in e-learning environments remains insufficient. Guided by the Interaction Hypothesis, this study compares the effects of peer correction and teacher correction in e-learning environments versus face-to-face classrooms through online teaching and questionnaires, evaluating the impact of these feedback methods on learners. The research aims to deepen the understanding of the effectiveness of teaching strategies across different instructional environments, providing teachers with more scientific and effective teaching methods, offering learners more efficient learning pathways, and promoting the overall improvement of international Chinese language teaching quality.

1. Research Background

This chapter discusses key factors in international Chinese language teaching, including teacher and peer feedback, blended teaching models, learning enthusiasm, oral fluency and accuracy, and the Interaction Hypothesis. Research indicates that learners trust teacher feedback more than peer feedback, viewing teachers as more authoritative in language knowledge, grammatical accuracy, and pronunciation. Blended teaching models combine the advantages of face-to-face and online learning, offering a comprehensive and flexible learning experience while enhancing student engagement and motivation through classroom interaction and digital technologies. Learning enthusiasm, oral fluency, and accuracy are important metrics for evaluating teaching effectiveness. Face-to-face and online interactions each have distinct characteristics, and teachers should integrate both models based on learners' needs. The Interaction Hypothesis emphasizes the role of language input and output in language acquisition. Under this theoretical framework, this study compares the effects of peer correction and teacher correction on international Chinese language learners through online teaching and questionnaires, providing empirical evidence for Chinese language teaching.

2. Research Design

This chapter introduces a study targeting non-Chinese Malaysian beginner-level Chinese language learners, aiming to compare the effects of peer correction and teacher correction in e-learning environments versus face-to-face classrooms on learners' oral fluency, accuracy, and learning enthusiasm. The participants consist of 80 non-Chinese beginner-level Chinese learners from Universiti Teknologi MARA Terengganu, randomly divided into four groups of 20 each. The research method is experimental, comprising three stages: pre-test, experimental treatment, and post-test. Pre- and post-tests include oral expression tests and questionnaires, while the experimental treatment phase implements peer and teacher correction. The experiment lasts seven weeks, with two sessions per week, each lasting two hours. Data analysis is conducted using SPSS software to compare differences in oral fluency, accuracy, and learning enthusiasm among the four groups.

3. Research Findings

Data analysis reveals that peer correction and teacher correction in e-learning environments and face-to-face classrooms significantly impact Chinese learners' oral fluency, accuracy, and learning enthusiasm. In e-learning environments, peer correction outperforms teacher correction in improving oral fluency and learning enthusiasm but is slightly less effective in enhancing accuracy. In face-to-face classroom interactions, teacher correction surpasses peer correction in improving oral fluency, accuracy, and learning enthusiasm.

4. Discussion and Conclusion

This study employs quantitative methods to analyze the effects of e-learning communities and traditional face-to-face classroom teaching on Chinese language learners. The results show that face-to-face classroom interactions are more effective in enhancing learning enthusiasm, oral fluency, and accuracy, likely due to more direct emotional engagement and participation. A combination of teacher and peer correction proves more effective in improving language proficiency, as teachers' professional guidance and peer interaction complement each other. Teacher correction is more pronounced in enhancing accuracy, highlighting the critical role of teachers in language instruction. Teacher correction also positively influences learning enthusiasm, closely tied to motivational strategies, classroom interaction, and supportive attention. In e-learning environments, peer correction outperforms teacher correction in improving oral fluency and learning enthusiasm, demonstrating the potential of peer learning in facilitating language acquisition. In face-to-face classrooms, teacher correction surpasses peer correction in enhancing oral accuracy, fluency, and learning enthusiasm, underscoring the pivotal role of teachers in language teaching. The findings hold significant implications for the field of Chinese language teaching, enriching pedagogical theories, providing empirical evidence for teachers, and helping optimize teaching strategies to enhance learners' oral proficiency and learning enthusiasm.