NONE 20260216081405324 wseas/wseas content-registration-form+ja@crossref.org content-registration-form WSEAS TRANSACTIONS ON COMPUTER RESEARCH 1991-8755 2415-1521 Dongmei Jiang Academy of Language Studies, University of Technology MARA (UiTM), Shah Alam 40450, MALAYSIA https://orcid.org/0009-0007-9335-2986 Goh Chin Shuang Academy of Language Studies, University of Technology MARA (UiTM), Shah Alam 40450, MALAYSIA Airil Haimi Mohd Adnan Academy of Language Studies, University of Technology MARA (UiTM), Shah Alam 40450, MALAYSIA Spoken Chinese proficiency remains significantly lower than listening and reading skills among Chinese learners worldwide. While Automatic Intelligence (AI)-based Computer-Assisted Pronunciation Training (CAPT) systems support English learning effectively, their application in Chinese language learning is limited. Prioritizing technology over pedagogy and lack grounding in Second Language Acquisition (SLA) theory have led to the tension between technology and pedagogy. This study aimed to identify evidence-based, pedagogically informed design guidelines for an AI-driven Chinese CAPT system for non-native learners. Grounded in Interactive Hypothesis (IH) of SLA and Richey and Klein’s Design and Development Research (DDR) framework, the study first constructed a theoretical knowledge base. Then, a systematic literature review was conducted following the PRISMA flowchart, focusing on studies related to Oral Corrective Feedback (OCF) in the context of Chinese language learning. Six key themes and corresponding pedagogical design guidelines were identified, offering theoretical and empirical support for CAPT system design. 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