Abstract This study examined the effectiveness and usability of a scenario‐based interactive practice in teaching Chinese formulaic expressions. Thirty students enrolled in Chinese classes in a U.S. university interacted with characters in videos featuring scenes recorded in Shanghai. Students were prompted to use formulaic expressions during their text‐based interactions with built‐in characters. Several game‐like features were incorporated into the practice (e.g., a plot and settings, character selections, and point systems). Pre‐, post‐, and delayed posttest results showed that students made significant gains in their knowledge of formulaic expressions after the practice, and their knowledge was maintained 2 weeks later. Interviews with individual students revealed some features that motivated them with the practice (e.g., videorecordings of authentic situations, interactions with the characters). However, some students did not perceive the practice as a game‐like experience because of the linear, structured nature of the practice and limited decision‐making power, leaving room for design improvement in the future.
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