Abstract:

Against the backdrop of the global popularization of digital reading, there is an urgent need in the field of international Chinese education for digital reading literacy assessment tools tailored to the characteristics of learners of Chinese as a Second Language. This study employs a comprehensive methodology integrating bibliometric analysis, questionnaire surveys, the Delphi method, and the analytic hierarchy process. By combining qualitative analysis and word frequency statistics of relevant literature, investigating the current state of digital reading among Chinese learners, and incorporating quantitative ratings and qualitative feedback from multidisciplinary experts, this study systematically constructs a digital reading literacy framework for international Chinese learners. Ultimately, an indicator system is established, comprising 4 first-level indicators—namely,“Chinese digital reading awareness,”“Chinese digital reading knowledge,”“Chinese digital reading ability,”and“digital reading ethical norms”—along with 11 second-level indicators and 37 assessment dimensions, with scientifically determined weights. Grounded in four core concepts—“integration of language and culture, learner-centeredness in second language acquisition, adaptability to the digital ecology, and the developmental nature of literacy assessment”—the framework follows a logical progression of “awareness–knowledge–ability–ethics.”It not only addresses the linguistic and cultural needs of Chinese learners but also responds to the characteristics and challenges of digital reading in the intelligent digital era. This framework fills a research gap in the assessment of international Chinese learners’digital reading literacy,

providing a theoretical foundation and practical reference for developing relevant assessment tools and improving teaching practices.

Key words: digital reading, digital reading literacy, international Chinese education, Delphi method, analytic hierarchy process