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Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters

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Title: Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
Authors: Chen, Hsueh-Chih
Hsu, Chih-Chun
Chang, Li-Yun
Lin, Yu-Chi
Chang, Kuo-En
show 1 moreSung, Yao-Ting
show less
Keywords: Chinese as a Foreign Language (CFL)
Chinese Orthographic Awareness
Radical-Derived Character Instructional Method
Phonetic/Semantic Radicals
Issue Date: 01 Feb 2013
Publisher: University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation: Chen, H.-C., Hsu, C.-C., Chang, L.-Y., Lin, Y.-C., Chang, K.-E., & Sung, Y.-T. (2013). Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters. Language Learning & Technology, 17(1), 89–106. http://dx.doi.org/10125/24511
Series/Report no.: Language Learning & Technology, Volume 17, Number 1
Abstract: The present study is aimed at investigating the effect of a radical-derived Chinese character teaching strategy on enhancing Chinese as a Foreign Language (CFL) learners’ Chinese orthographic awareness. An e-learning teaching platform, based on statistical data from the Chinese Orthography Database Explorer (Chen, Chang, L.Y., Chou, Sung, & Chang, K.E., 2011), was established and used as an auxiliary teaching tool. A nonequivalent pretest-posttest quasi-experiment was conducted, with 129 Chinese-American CFL learners as participants (69 people in the experimental group and 60 people in the comparison group), to examine the effectiveness of the e-learning platform. After a three-week course—involving instruction on Chinese orthographic knowledge and at least seven phonetic/semantic radicals and their derivative characters per week—the experimental group performed significantly better than the comparison group on a phonetic radical awareness test, a semantic radical awareness test, as well as an orthography knowledge test.
Pages/Duration: 18 pages
URI/DOI: http://hdl.handle.net/10125/24511
ISSN: 1094-3501
Appears in Collections:Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology



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