Beginning Chinese learners from Central Asia often show uneven development in classroom participation, online practice, and Chinese character writing. This study examined how smart teaching tools support formative assessment and process feedback in an elementary international Chinese classroom. A 12-week teaching practice was conducted with 17 students from Kyrgyzstan, Kazakhstan, and Russia, representing learners from Central Asia and neighbouring regions; 14 of them were Dungan students. Multi-source data collected through Chaoxing Learning Platform, the International Chinese Smart Teaching System, and a smart handwriting pen system were analysed with descriptive statistics and qualitative observation. The results showed that digital interaction was used 4.6 times per 50-minute class on average, increasing from 3.2 times per class in the first week to 5.1 times per class in the twelfth week, and the average participation rate in demanding tasks such as recitation and translation reached 94.1%. The average online practice score was 90.1, and each assignment was submitted 6.3 times on average, showing repeated corrective learning based on platform feedback. The average regular performance score was 90.12, the average final course grade was 76.94, and the passing rate was 100%. Handwriting trajectories revealed stroke order, stroke direction, starting position, and structural layout problems that were not fully visible in final written products, such as writing the vertical stroke before the horizontal stroke in simple characters like “十”. Students showed positive acceptance of the tools, with an average satisfaction score of 4.19 out of 5; the point system received the highest score of 4.41. The findings show that smart teaching tools make the learning process of Central Asian Chinese learners more visible and provide practical evidence for classroom adjustment, writing feedback, and formative assessment