Effectiveness of Computer Application in Improving Reading Skills in Chinese Language and Towards Post-Attitudes as Home-based Learning
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Published
Sep 30, 2024
Abstract
Background: As technology continues to advance, language acquisition methodologies have increasingly been integrated into computer-assisted language learning (CALL) systems. In the context of Chinese language acquisition, characters are structured in three phases: the overall character, its components, and its strokes. Proficiency in identifying and distinguishing individual characters hinges upon understanding their structural composition.
Objective: This study aims to explore the impact of a computer application on Chinese language reading skills and students' perceptions regarding the utilization of computer applications for home-based learning.
Method: A total of 60 students engaged in home-based learning using a designated computer application were involved in the study. Employing a quantitative approach with a quasi-experimental design, the study assessed the effects of the intervention.
Results and Conclusion: Following one month of home-based learning through computer applications, participants exhibited higher gain scores in reading skill tests, albeit the differences were not statistically significant. Students expressed a preference for and perceived greater ease in acquiring reading skills through computer applications compared to traditional methods. Furthermore, the integration of computer applications in teaching and learning processes demonstrated the potential to enhance students' motivation, interest, and confidence in language acquisition, albeit without a notable impact on attention levels. The study underscores the pedagogical promise of Computer-Assisted Language Learning (CALL) and advocates for further research endeavors in this domain.
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Keywords
Online learning, Student engagement, Educational technology, Learning outcomes, Remote education, Home-based Learning
Supporting Agencies
No funding sources declared.
References
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Chee, K. N., Yahaya, N., & Ibrahim, N. H. (2017). Effectiveness of mobile learning application in improving reading skills in Chinese language and towards post-attitudes. International Journal of Mobile Learning and Organisation, 11(3):210-225. DOI: https://doi.org/10.1504/IJMLO.2017.085347
Chua, N. A., Soon, G. Y., Ibrahim, M. Y., Che Noh, C. H., Mansor, N. R., Zaid, C. M., Abdul Rashid, R., & Shen, M. (2021). Virtual differentiated instruction and its implementation in mandarin teaching: A review. Journal of Nusantara Studies (JONUS), 6(2):231-249. DOI: https://doi.org/10.24200/jonus.vol6iss2pp231-249
Chuang, H., & Ku, H. (2011). The effect of computer-based multimedia instruction with Chinese character recognition. Educational Media International, 48(1):27-41. DOI: https://doi.org/10.1080/09523987.2011.549676
Ghanizadeh, A., Razavi, A., & Jahedizadeh, S. (2015). Technology-enhanced language learning (TELL): A review of resourses and upshots. International Letters of Chemistry, Physics and Astronomy, 54:73-87. DOI: https://doi.org/10.18052/www.scipress.com/ILCPA.54.73
Gong, Y., Gao, X., & Lyu, B. (2020). Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014-2018). Language Teaching, 53(1):44-62. DOI: https://doi.org/10.1017/S0261444819000387
Hsu, W. L. (2022). The role of character-recognition skills in shallow and deep reading comprehension. In Reading in Chinese as an Additional Language (pp. 89-110). Routledge. eISBN: 9781003029038
LAM, K.-C., ANG, L.-H., Kuan, W.-L., & Hoe, F.-T. (2018). Character Recognition Through Wild Association: An Alternative in Learning Chinese Script for Beginners. Issues in Language Studies, 7(1). DOI: https://doi.org/10.33736/ils.1223.2018
Kan, Z. W., & Loh, E. K. (2022). Teaching modern Chinese literature to second-language Chinese students through the use of drama. In Reading in Chinese as an Additional Language (pp. 217-245). Routledge. eISBN: 9781003029038
Ke, S. E. (2020). Review of research on learning and instruction with specific reference to reading Chinese as an additional language (1976-2018). Frontiers of Education in China, 15(1), 14-38. DOI: https://doi.org/10.1007/s11516-020-0002-z
Lahlali, A., Chafiq , N. ., Radid , M. ., Moundy , K. ., & Srour , C. (2023). The effect of integrating interactive simulations on the development of students’ motivation, engagement, interaction and school results. International Journal of Emerging Technologies in Learning (iJET), 18(12):193-207. DOI: https://doi.org/10.3991/ijetv18i12.39755
Lee, J., Yeung, C.Y. (2020). Computer-Assisted Learning for Chinese Based on Character Families. In: Lossio-Ventura, J.A., Condori-Fernandez, N., Valverde-Rebaza, J.C. (eds) Information Management and Big Data. SIMBig 2019. Communications in Computer and Information Science, vol 1070. Springer, Cham. DOI: https://doi.org/10.1007/978-3-030-46140-9_28
Lee, M. T. N., Tse, S. K., & Loh, E. K. Y. (2010). The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten. Early Child Development and Care, 181(5):665-679. DOI: https://doi.org/10.1080/03004431003768006
Leong, C. K., Tse, S., Ki, W., & Loh, E. (2018). Orthographic knowledge promotes young Chinese children’s character writing performance. International Journal of Disability, Development and Education, 66(5), 455-477. DOI: https://doi.org/10.1080/1034912X.2018.1450963
Li, Y. (2020). Calligraphy education in teaching Chinese as a second language. The Palgrave Handbook of Chinese Language Studies, 2020:1-29. DOI: https://doi.org/10.1007/978-981-13-6844-8_8-1
Lin, C. H., Liu, H., & Hu, Y. (2017). Technology and the education of Chinese-language teachers: Where are we now? Journal of Technology & Chinese Language Teaching, 8(1). Available at: http://www.tclt.us/journal/2017v8n1/lintseng.pdf
Lyu, B., & Qi, X. (2020). A review of research on technology-assisted teaching and learning of Chinese as a second or foreign language from 2008 to 2018. Frontiers of Education in China, 15:142-163. DOI: https://doi.org/10.1007/s11516-020-0006-8
Meng, F. (2020). Four effective actions of teacher participation in training. International Journal of Learning and Development, 10(4):109-116. DOI: https://doi.org/10.5296/ijld.v10i4.18191
Narayana, I. G. P. P. (2023). The crucial factors to successfully acquire a target language. International Journal of Multicultural and Multireligious Understanding, 10(6):289-295. DOI: http://dx.doi.org/10.18415/ijmmu.v10i6.4800
Nawaz, F. (2022). Effect of call programmes on bs students’academic writing achievement. Pakistan Journal of Social Research, 4(1):877-890. DOI: https://doi.org/10.52567/pjsr.v4i1.954
Nini, H., & Kong, D. (2021, April). Research on the application of children’s reading analysis based on artificial intelligence—take small “raccoon reading” and “jiao jiao reading” as examples. In Journal of Physics: Conference Series (Vol. 1848, No. 1, p. 012121). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1848/1/012121
Parmaxi, A., Zaphiris, P., Papadima-Sophocleous, S., & Ioannou, A. (2013). Mapping the landscape of computer-assisted language learning: an inventory of research. Interactive Technology and Smart Education, 10(4):252-269. DOI: https://doi.org/10.1108/ITSE-02-2013-0004
Saisai, H. (2023). Teaching Chinese Culture in English-a CLIL approach. International Journal of Advanced Engineering, Management and Science, 9(5). DOI: https://dx.doi.org/10.22161/ijaems.95.8
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2):524. DOI: https://doi.org/10.3390/su12020524
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3-4):284-303. DOI: https://doi.org/10.1080/09588221.2017.1308383
Shamir, H., Yoder, E., & Pocklington, D. (2023, June). Using CAI to Provide Early Literacy Instruction for All Learners. In International KES Conference on Smart Education and Smart E-Learning (pp. 79-88). Singapore: Springer Nature Singapore. DOI: https://doi.org/10.1007/978-981-99-2993-1_7
Shemshack, A., Kinshuk, & Spector, J. M. (2021). A comprehensive analysis of personalized learning components. Journal of Computers in Education, 8(4):485-503. DOI: https://doi.org/10.1007/s40692-021-00188-7
Soh, K. (2016). Chinese language teachers’ perceptions of training needs and perceived student difficulties. Teaching Chinese Language in Singapore: Retrospect and Challenges, 65-84. DOI: https://doi.org/10.1007/978-981-10-0123-9_5
Tang, H., Hite, S. J., Hite, J. M., Boren, D. M., & Randall, E. V. (2021). Challenges and achievements in student learning experiences in a business school’s at-home internationalization programs in China. Journal of International Education in Business, 14(2):259-296. DOI: https://doi.org/10.1108/JIEB-04-2020-0026
Wang, T., Borkenhagen, M. C., Barker, M., & Seidenberg, M. S. (2022). Meanings within meanings: skilled readers activate irrelevant meanings of radicals in Chinese. Reading and Writing, 35(6):1381-1399. DOI: https://doi.org/10.1007/s11145-022-10260-y
Wang, X., Xiong, Y., Niu, H., Yue, J., Zhu, Y., & Yu, P. S. (2021, October). Improving chinese character representation with formation graph attention network. In Proceedings of the 30th ACM International Conference on Information & Knowledge Management (pp. 1999-2009). DOI: https://doi.org/10.1145/3459637.3482265
Wen, X. (2022). Chinese language learning motivation: A study of individual-contextual interactions. Journal of Multilingual and Multicultural Development, 1-17. DOI: https://doi.org/10.1080/01434632.2022.2044340
Xu, L. (2017). Developing multimedia supplementary materials to support learning beginning level Chinese characters. CALL in a climate of change: Adapting to turbulent global conditions, 333. DOI: https://doi.org/10.14705/rpnet2017.eurocall2017.736
Xue, M. (2022). Research on the application and influence of digital technology in international Chinese language education. Academic Journal of Humanities & Social Sciences, 5(3):105-108. DOI: https://doi.org/10.25236/AJHSS.2022.050319
Yang, Y. F., & Kuo, N. C. (2020). New teaching strategies from student teachers’ pedagogical conceptual change in CALL. System, 90:102218. DOI: https://doi.org/10.1016/j.system.2020.102218
Yu, B., Liang, X., Hu, J., & Sun, L. (2012, November). Statistical Structure Modeling and Optimal Combined Strategy Based Chinese Components Recognition. In 2012 Eighth International Conference on Signal Image Technology and Internet Based Systems (pp. 238-245). IEEE. DOI: https://doi.org/10.1109/SITIS.2012.43.
Zhang, G., Yao, P., Ma, G., Wang, J., Zhou, J., Huang, L., ... & Li, X. (2022). The database of eye-movement measures on words in Chinese reading. Scientific Data, 9(1):411. DOI: https://doi.org/10.1038/s41597-022-01464-6
Zhang, L., Zhou, J., & Cao, S. (2021). The development of Chinese character reading and knowledge in young children. Journal of Chinese Writing Systems, 5(3):157-171. DOI: https://doi.org/10.1177/25138502211025644
Zhang, Y. (2020). An examination of corrective, reflective, and rule-based feedback in Chinese classifier acquisition in a CALL environment. Theory and Practice in Language Studies, 10(12):1558-1565. DOI: http://dx.doi.org/10.17507/tpls.1012.07
Zhang, Y. (2022). The influence of combining computer-assisted language learning with instruction on Chinese college students’ L2 pragmatic ability. Chinese Journal of Applied Linguistics, 45(2):243-253. DOI: https://doi.org/10.1515/CJAL-2022-0206
Zhang, Y., & MacWhinney, B. (2023). The role of novelty stimuli in second language acquisition: Evidence from the optimized training by the Pinyin Tutor at TalkBank. Smart Learning Environments, 10(1):3. DOI: https://doi.org/10.1186/s40561-023-00223-3
Arundell, L., Gould, L., Ridgers, N.D. et al. (2022). “Everything kind of revolves around technology”: a qualitative exploration of families’ screen use experiences, and intervention suggestions. BMC Public Health, 22:1606. DOI: https://doi.org/10.1186/s12889-022-14007-w
Bai, J. (2022). Teacher Training in the Field of Teaching Chinese as a Foreign Language in the United States. In: Ye, Z. (eds) The Palgrave Handbook of Chinese Language Studies. Palgrave Macmillan, Singapore. DOI: https://doi.org/10.1007/978-981-16-0924-4_2
Chee, K. N., Yahaya, N., & Ibrahim, N. H. (2017). Effectiveness of mobile learning application in improving reading skills in Chinese language and towards post-attitudes. International Journal of Mobile Learning and Organisation, 11(3):210-225. DOI: https://doi.org/10.1504/IJMLO.2017.085347
Chua, N. A., Soon, G. Y., Ibrahim, M. Y., Che Noh, C. H., Mansor, N. R., Zaid, C. M., Abdul Rashid, R., & Shen, M. (2021). Virtual differentiated instruction and its implementation in mandarin teaching: A review. Journal of Nusantara Studies (JONUS), 6(2):231-249. DOI: https://doi.org/10.24200/jonus.vol6iss2pp231-249
Chuang, H., & Ku, H. (2011). The effect of computer-based multimedia instruction with Chinese character recognition. Educational Media International, 48(1):27-41. DOI: https://doi.org/10.1080/09523987.2011.549676
Ghanizadeh, A., Razavi, A., & Jahedizadeh, S. (2015). Technology-enhanced language learning (TELL): A review of resourses and upshots. International Letters of Chemistry, Physics and Astronomy, 54:73-87. DOI: https://doi.org/10.18052/www.scipress.com/ILCPA.54.73
Gong, Y., Gao, X., & Lyu, B. (2020). Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014-2018). Language Teaching, 53(1):44-62. DOI: https://doi.org/10.1017/S0261444819000387
Hsu, W. L. (2022). The role of character-recognition skills in shallow and deep reading comprehension. In Reading in Chinese as an Additional Language (pp. 89-110). Routledge. eISBN: 9781003029038
LAM, K.-C., ANG, L.-H., Kuan, W.-L., & Hoe, F.-T. (2018). Character Recognition Through Wild Association: An Alternative in Learning Chinese Script for Beginners. Issues in Language Studies, 7(1). DOI: https://doi.org/10.33736/ils.1223.2018
Kan, Z. W., & Loh, E. K. (2022). Teaching modern Chinese literature to second-language Chinese students through the use of drama. In Reading in Chinese as an Additional Language (pp. 217-245). Routledge. eISBN: 9781003029038
Ke, S. E. (2020). Review of research on learning and instruction with specific reference to reading Chinese as an additional language (1976-2018). Frontiers of Education in China, 15(1), 14-38. DOI: https://doi.org/10.1007/s11516-020-0002-z
Lahlali, A., Chafiq , N. ., Radid , M. ., Moundy , K. ., & Srour , C. (2023). The effect of integrating interactive simulations on the development of students’ motivation, engagement, interaction and school results. International Journal of Emerging Technologies in Learning (iJET), 18(12):193-207. DOI: https://doi.org/10.3991/ijetv18i12.39755
Lee, J., Yeung, C.Y. (2020). Computer-Assisted Learning for Chinese Based on Character Families. In: Lossio-Ventura, J.A., Condori-Fernandez, N., Valverde-Rebaza, J.C. (eds) Information Management and Big Data. SIMBig 2019. Communications in Computer and Information Science, vol 1070. Springer, Cham. DOI: https://doi.org/10.1007/978-3-030-46140-9_28
Lee, M. T. N., Tse, S. K., & Loh, E. K. Y. (2010). The impact of the integrative perceptual approach on the teaching of Chinese characters in a Hong Kong kindergarten. Early Child Development and Care, 181(5):665-679. DOI: https://doi.org/10.1080/03004431003768006
Leong, C. K., Tse, S., Ki, W., & Loh, E. (2018). Orthographic knowledge promotes young Chinese children’s character writing performance. International Journal of Disability, Development and Education, 66(5), 455-477. DOI: https://doi.org/10.1080/1034912X.2018.1450963
Li, Y. (2020). Calligraphy education in teaching Chinese as a second language. The Palgrave Handbook of Chinese Language Studies, 2020:1-29. DOI: https://doi.org/10.1007/978-981-13-6844-8_8-1
Lin, C. H., Liu, H., & Hu, Y. (2017). Technology and the education of Chinese-language teachers: Where are we now? Journal of Technology & Chinese Language Teaching, 8(1). Available at: http://www.tclt.us/journal/2017v8n1/lintseng.pdf
Lyu, B., & Qi, X. (2020). A review of research on technology-assisted teaching and learning of Chinese as a second or foreign language from 2008 to 2018. Frontiers of Education in China, 15:142-163. DOI: https://doi.org/10.1007/s11516-020-0006-8
Meng, F. (2020). Four effective actions of teacher participation in training. International Journal of Learning and Development, 10(4):109-116. DOI: https://doi.org/10.5296/ijld.v10i4.18191
Narayana, I. G. P. P. (2023). The crucial factors to successfully acquire a target language. International Journal of Multicultural and Multireligious Understanding, 10(6):289-295. DOI: http://dx.doi.org/10.18415/ijmmu.v10i6.4800
Nawaz, F. (2022). Effect of call programmes on bs students’academic writing achievement. Pakistan Journal of Social Research, 4(1):877-890. DOI: https://doi.org/10.52567/pjsr.v4i1.954
Nini, H., & Kong, D. (2021, April). Research on the application of children’s reading analysis based on artificial intelligence—take small “raccoon reading” and “jiao jiao reading” as examples. In Journal of Physics: Conference Series (Vol. 1848, No. 1, p. 012121). IOP Publishing. DOI: https://doi.org/10.1088/1742-6596/1848/1/012121
Parmaxi, A., Zaphiris, P., Papadima-Sophocleous, S., & Ioannou, A. (2013). Mapping the landscape of computer-assisted language learning: an inventory of research. Interactive Technology and Smart Education, 10(4):252-269. DOI: https://doi.org/10.1108/ITSE-02-2013-0004
Saisai, H. (2023). Teaching Chinese Culture in English-a CLIL approach. International Journal of Advanced Engineering, Management and Science, 9(5). DOI: https://dx.doi.org/10.22161/ijaems.95.8
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2):524. DOI: https://doi.org/10.3390/su12020524
Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3-4):284-303. DOI: https://doi.org/10.1080/09588221.2017.1308383
Shamir, H., Yoder, E., & Pocklington, D. (2023, June). Using CAI to Provide Early Literacy Instruction for All Learners. In International KES Conference on Smart Education and Smart E-Learning (pp. 79-88). Singapore: Springer Nature Singapore. DOI: https://doi.org/10.1007/978-981-99-2993-1_7
Shemshack, A., Kinshuk, & Spector, J. M. (2021). A comprehensive analysis of personalized learning components. Journal of Computers in Education, 8(4):485-503. DOI: https://doi.org/10.1007/s40692-021-00188-7
Soh, K. (2016). Chinese language teachers’ perceptions of training needs and perceived student difficulties. Teaching Chinese Language in Singapore: Retrospect and Challenges, 65-84. DOI: https://doi.org/10.1007/978-981-10-0123-9_5
Tang, H., Hite, S. J., Hite, J. M., Boren, D. M., & Randall, E. V. (2021). Challenges and achievements in student learning experiences in a business school’s at-home internationalization programs in China. Journal of International Education in Business, 14(2):259-296. DOI: https://doi.org/10.1108/JIEB-04-2020-0026
Wang, T., Borkenhagen, M. C., Barker, M., & Seidenberg, M. S. (2022). Meanings within meanings: skilled readers activate irrelevant meanings of radicals in Chinese. Reading and Writing, 35(6):1381-1399. DOI: https://doi.org/10.1007/s11145-022-10260-y
Wang, X., Xiong, Y., Niu, H., Yue, J., Zhu, Y., & Yu, P. S. (2021, October). Improving chinese character representation with formation graph attention network. In Proceedings of the 30th ACM International Conference on Information & Knowledge Management (pp. 1999-2009). DOI: https://doi.org/10.1145/3459637.3482265
Wen, X. (2022). Chinese language learning motivation: A study of individual-contextual interactions. Journal of Multilingual and Multicultural Development, 1-17. DOI: https://doi.org/10.1080/01434632.2022.2044340
Xu, L. (2017). Developing multimedia supplementary materials to support learning beginning level Chinese characters. CALL in a climate of change: Adapting to turbulent global conditions, 333. DOI: https://doi.org/10.14705/rpnet2017.eurocall2017.736
Xue, M. (2022). Research on the application and influence of digital technology in international Chinese language education. Academic Journal of Humanities & Social Sciences, 5(3):105-108. DOI: https://doi.org/10.25236/AJHSS.2022.050319
Yang, Y. F., & Kuo, N. C. (2020). New teaching strategies from student teachers’ pedagogical conceptual change in CALL. System, 90:102218. DOI: https://doi.org/10.1016/j.system.2020.102218
Yu, B., Liang, X., Hu, J., & Sun, L. (2012, November). Statistical Structure Modeling and Optimal Combined Strategy Based Chinese Components Recognition. In 2012 Eighth International Conference on Signal Image Technology and Internet Based Systems (pp. 238-245). IEEE. DOI: https://doi.org/10.1109/SITIS.2012.43.
Zhang, G., Yao, P., Ma, G., Wang, J., Zhou, J., Huang, L., ... & Li, X. (2022). The database of eye-movement measures on words in Chinese reading. Scientific Data, 9(1):411. DOI: https://doi.org/10.1038/s41597-022-01464-6
Zhang, L., Zhou, J., & Cao, S. (2021). The development of Chinese character reading and knowledge in young children. Journal of Chinese Writing Systems, 5(3):157-171. DOI: https://doi.org/10.1177/25138502211025644
Zhang, Y. (2020). An examination of corrective, reflective, and rule-based feedback in Chinese classifier acquisition in a CALL environment. Theory and Practice in Language Studies, 10(12):1558-1565. DOI: http://dx.doi.org/10.17507/tpls.1012.07
Zhang, Y. (2022). The influence of combining computer-assisted language learning with instruction on Chinese college students’ L2 pragmatic ability. Chinese Journal of Applied Linguistics, 45(2):243-253. DOI: https://doi.org/10.1515/CJAL-2022-0206
Zhang, Y., & MacWhinney, B. (2023). The role of novelty stimuli in second language acquisition: Evidence from the optimized training by the Pinyin Tutor at TalkBank. Smart Learning Environments, 10(1):3. DOI: https://doi.org/10.1186/s40561-023-00223-3
How to Cite
Chee, K. N. (2024). Effectiveness of Computer Application in Improving Reading Skills in Chinese Language and Towards Post-Attitudes as Home-based Learning . Best Evidence in Chinese Education, 18(1), 1875–1895. https://doi.org/10.15354/bece.24.or392
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