Effects of visual aids on intermediate Chinese reading comprehension

dc.contributor.author	Huang, Ting
dc.date.accessioned	2020-05-22T02:30:00Z
dc.date.available	2020-05-22T02:30:00Z
dc.date.issued	2019-10
dc.description.abstract	This study adopted the between-subjects and within-subjects group designs to examine the impact of visual aids on 26 intermediate Chinese as a Foreign Language (CFL) learners’ reading comprehension in an American college. Students were assigned into two groups to complete multiple-choice and translation tasks to test effects of visual aids. The results show that visual aids have an overall positive effect on intermediate CFL reading. The results from the within-subjects design were partially statistically significant. This study postulates that this complication was due to factors such as learners’ backgrounds, the types of tasks, and the nature of the visual aids. Using Dual-Coding Theory, this study offers implications for CFL pedagogy.
dc.identifier.doi	10125/66929
dc.identifier.issn	1539-0578
dc.identifier.uri	http://hdl.handle.net/10125/66929
dc.publisher	University of Hawaii National Foreign Language Resource Center
dc.publisher	Center for Language & Technology
dc.subject	visual aids
dc.subject	Chinese
dc.subject	reading
dc.title	Effects of visual aids on intermediate Chinese reading comprehension
dc.type	Article
dc.type.dcmi	Text
local.rfl.topic	Reading in Languages Other Than English
prism.endingpage	200
prism.number	2
prism.startingpage	173
prism.volume	31

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