“…It is worth noticing that unlike the significant enhancement in students' CTS with technology-supported intervention conducted in many subjects in other fields, for example, nursing (Pucer, Trobec, & Žvanut, 2014), business (Yang, 2015) and veterinary learning , the whole cohort of L2 learners in this study did not demonstrate salient improvement, except in the two previously examined subskills for the experimental group. This can be explained by the universal obstacles confronted by L2 learners, and also the peculiar Chinese language-learning approaches, where learners are more accustomed to the orderly memorization of the linguistic items to score high in exams.…”