Key to the effective implementation of principled eclecticism in Chinese language teaching is the theoretical and practical application of these principles (Gao, 2011; Rian, 2016). Research indicates that individual background factors such as the learner’s nationality, mother tongue, culture, level, motivations, characteristics, and style significantly impact Chinese language learning (Cai, 2018; Cai, 2022; Liu, 2023; Nel & Krog, 2021; Orton & Scrimgeour, 2019; Qi et al., 2023; Qian & Yu, 2023; Sung & Wu, 2011; Zheng et al., 2023). The learner-centered approach has become a norm in Chinese language education (Yang, 2019). Therefore, understanding the individual backgrounds and diversities of learners is essential for Chinese language teachers. This can be achieved through questionnaires, interviews, and classroom observations, which inform the design of the curriculum and the selection of teaching methods and materials.

Addressing the learning difficulties of Chinese language learners guides teachers in adopting effective teaching strategies to assist them in overcoming these challenges (Yang, 2019). Through teaching, learning sheets, homework, and quizzes, teachers can identify issues learners face with pronunciation, vocabulary, syntax, and other areas of language acquisition. Recording these observations serves as a crucial basis for setting learning objectives, selecting teaching materials and methods, and designing assessments. To achieve these aims, Chinese language teachers need creativity, adaptability, and flexibility (Yang, 2019; Wang, 2020; Song, 2022; Bissell & Chang, 2012; Wong, 2021; Zhong, 2022) to effectively integrate content knowledge, teaching skills, disciplinary teaching knowledge, and technological pedagogical content knowledge. This comprehensive approach facilitates a positive learning cycle and the successful application of principled eclecticism in the classroom.

In essence, the development of a checklist for principled eclectic Chinese language teaching is crucial. It provides a comprehensive framework that assists Chinese language teachers in systematically and principledly reviewing and considering the entire teaching process, from understanding learners to integrating teaching methods, and further to reflection and self-improvement. This contributes to enhancing the efficacy of Chinese language teaching and the learning outcomes of Chinese language education.