Digital Tools for Chinese Character Acquisition and Their Impact on Student Motivation

Abstract

This research examines the use of newly-developed software applications such as e-dictionaries, digital flash cards, and digital character writing programs in the L2 Chinese language classroom in higher education. The acquisition of literacy in a character-based language such as Chinese can be difficult and time-consuming for the Second Language Learner. The objective is to investigate the extent to which these digital tools can reduce learner frustration, stimulate student motivation, and thus enhance student learning. This study reports on the introduction of a character-learning software application to provide spaced repetition learning at beginner level Chinese in a Western university. A student questionnaire, focus group and data analytics were used to assess take-up, frequency of use, and Chinese character acquisition. It was found that digital tools for Chinese character learning have the potential to enhance student engagement with their learning and allow for a broader range of strategies in the learning of Chinese character script. Challenges remain in adapting digital learning based on space repetition to the typical classroom schedule.

Appendix 1: Survey Instrument

Note that Q. 7–9 refer to an uploaded dialogue exercise that does not form part of the present study.

1.1 Chinese E-Learning Survey 2014

You are invited to fill in this survey which will enable the Chinese program to learn more about your experience using the eLearning materials provided for Chinese in the second semester 2014. This will help us to further refine our teaching methods and improve student learning in this subject in future.

Your participation is warmly encouraged but entirely voluntary. In accordance with standard university research ethics, before you fill in this survey we ask you to read the Plain Language Statement and to read and sign the accompanying Consent Form.

This survey is anonymous. Please don’t write your name.

• 1. We provided free access to Skritter to help you learn Chinese characters. How often did you end up using Skritter:

  Not at all □

  Less than once a week □

  About once a week □

  More often □

• 2. If you answered “Not at all” above, please tell us why you didn’t use Skritter:

  ______________________________________________________________

  ______________________________________________________________

  ______________________________________________________________

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• 3. If you used Skritter, please indicate how you feel it helped:

  	Strongly disagree	Disagree	Neither Agree or Disagree	Agree	Strongly Agree
  Learning to write Chinese characters	□	□	□	□	□
  Learning Chinese words and meanings	□	□	□	□	□
  Learning Chinese pronunciation	□	□	□	□	□
  Learning Chinese tones	□	□	□	□	□

• 4. We provided an introduction to the mobile phone dictionary app Pleco. We’d like to know how far you got:

  (a)	Looked over Pleco information (LMS, App Store etc)	□
  (b)	Downloaded Pleco	□
  (c)	Bought Pleco (pack or add-on)	□
  (d)	Used Pleco during Chinese 2	□
  (e)	Used Pleco flashcards for Chinese 2 (from the LMS)	□

• 5. If you didn’t get as far as using Pleco (4d) please briefly tell us why:

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  ______________________________________________________________

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• 6. Concerning the materials provided on the Chinese 2 subject LMS, please indicate which you read, accessed or downloaded (you can tick more than one):

  (a)	Weekly schedule	□
  (b)	Chinese character worksheets PDFs	□
  (c)	New words audio files	□
  (d)	Listening comprehension audio files and reference PDFs	□
  (e)	Word definitions PDFs	□
  (f)	Class notes PDFs	□

• 7. We introduced a new Dialogue Task

  	Strongly disagree	Disagree	Neither Agree or Disagree	Agree	Strongly Agree
  The Tasks were adequately explained	□	□	□	□	□
  I knew what was expected of me	□	□	□	□	□
  I valued the opportunity to practice outside of class	□	□	□	□	□
  I felt the Task helped me prepare for the oral examination	□	□	□	□	□
  The peer-review transcription was helpful comprehension practice	□	□	□	□	□
  The peer-review transcription gave me helpful feedback	□	□	□	□	□
  I was able to coordinate with my group effectively	□	□	□	□	□
  I discussed the Task with students not in my group	□	□	□	□	□

• 8. Did you experience any problems during the Dialogue Task? Please describe below:

  ______________________________________________________________

  ______________________________________________________________

  ______________________________________________________________

• 9. Did you access the other recordings and transcriptions in the Dialogue Task Files section of the LMS?

  Yes □

  No □

• 10. If you are continuing next year. Would you find it useful to attend a workshop on Pleco (and other eLearning tools) outside of your usual classes?

  Yes □

  Maybe □

  No □

• 11. Please provide any other comments on the eLearning:

  ______________________________________________________________

  ______________________________________________________________

  ______________________________________________________________

  ______________________________________________________________

THANK YOU VERY MUCH FOR PARTICIPATING IN THIS RESEARCH PROJECT!