PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 1
Self-Regulated Multimedia Learning:
Instructional Scaffolding to Acquire Chinese Characters Reading
Choy Khim Leow
Centre for Instructional Technology &
Multimedia
Univesiti Sains Malaysia
Wan Ahmad Jaafar Wan Yahaya
Centre for Instructional Technology &
Multimedia
Univesiti Sains Malaysia
ABSTRACT
Chinese Mandarin, the language of new world’s economic giant – China, has now become
the most sought-after language, notwithstanding with the complexity of learning the
language. Chinese as foreign language (CFL) learners (from alphabetic reading background)
have often found Chinese characters reading difficult due to the fact that Chinese characters
orthography, which mainly pictographic in nature, and the representing of phonemes in
characters are highly irregular, and less. Hence, CFL learners often required phonetic symbol
(pinyin) when reading Chinese characters; this however, would hamper the higher literacy
development for them, as ultimately all Chinese literacy are solely in characters form. This
study, therefore to investigate from self-learning perspective, to examine the effectiveness of
self-regulated multimedia learning (SRML) to scaffold reading acquisition for CFL learners
in Malaysian International Schools. Instructional scaffolding is prioritized and clearly
identified, which were then explained to learners when learning with the SRML system to
promote a deeper level of understanding to reading Chinese characters. Besides stress-free
learning, SRML grants learners with full-control of learning; therefore autonomous learners
are intrinsically motivated, and produced positive impact in learning. For this purpose,
instruments of Chinese reading performance test and Instructional Materials Motivation
Survey were used to measure the effective of SRML software and perceived motivation of
learners; while pilot testing for content validity and reliability were tested prior to the
treatment of self-regulated software. Results show that SRML scaffold Chinese characters
reading acquisition, and learners’ perceived motivation were significant. Despite that, this
process must be incorporated with appropriate instructional scaffolding strategies, whereby
Chinese characters prioritized, followed by presenting both verbal pinyin and written pinyin.
The significant results of SRML in acquiring reading Chinese characters could serve as
alternative teaching and learning approaches, as well as a platform for future extended
studies. As educators, researchers and instructional technologist, we understand technology is
changing learners’ learning approaches; hence we may seek integration of SRML to scaffold
learning process.
Keywords: Self-regulated Multimedia Learning, Chinese as Foreign Language, Chinese
Characters Reading, Scaffolding.
PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 2
1. INTRODUCTION
The large influx of people learning Chinese as Foreign Language (CFL); reported 600, 000
candidates registered for International Chinese Proficiency Test (HSK) as consequence of
China’s policy of CFL and the expansions of Confucius Institute available in the world, ever
since in year 2004, has grown to 833 today, according the official website by Hanban –
Chinese Language Council International, accessed on 30th
October 2013; with it the chief
aim, is for non-Chinese in other countries to have opportunity to be educated in the use of the
Chinese language, and about Chinese culture. (Huang & Zhao, 2012) In Malaysia,
nonetheless with no Confucius Institute, CFL learners are relatively high, particularly in local
International School, when Malaysian government liberalised the intake policy for Malaysian
students in 2006, which resulted 43% of local students enrolled themselves in International
schools (Tan, 2012). Chinese language is also a taught in International schools as to cater the
global markets’ needs; students will sit for either Malaysia examination, Cambridge
International examination or HSK examination.
Whilst learning CFL is important, yet study in Malaysian context is comparatively
less; thus this study becomes substantial, particularly pertaining to difficulties that most CFL
learners are facing now – Chinese characters reading and writing, as explained by Clay
Williams (2012). Therefore, this study is to find alternative solution to support Chinese
characters reading acquisition (Note: writing skill is not in discussion) through multimedia
environment setting, despite the requirement of ‘high literacy skills’ in learning CFL.
Two objectives in this study are i) to investigate the effectiveness of self-regulated
multimedia learning to scaffold Chinese characters acquisition among CFL learners by
conducting experimental study on two different modes of presentations; and ii) to conduct a
perceived motivation (ARCS) test to assess the learners learning experience after the
exploration of the two different modes of presentations on the self-regulated multimedia
learning.
2. PROBLEM STATEMENT
Reading is the source for knowledge, productive approach to improve word power and to
understand the universal cultures and world views. This however, to be able to read, foreign
language learners, they need to acquire the fundamental speech processing skills when
reading (example like pronouncing with appropriate intonation) before reaching to higher
ability skills (understanding, analysis and etc…) in Bloom’s Learning taxanomy (2000), in
PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 3
order to become a competent communicator in the target language learning. Reading in
Chinese employs a dual route model (Patterson & Morton, 1985), which refers to two
processes: reading via semantic representation of the word; reading via non-lexical procedure
of grapheme-phoneme conversion (e.g., Coltheart, 1978; Bi, Han, Weeks & Shu, 2007), as
cited in C. Williams (2012), hence it is a complex set of reading process, as compared to
alphabetic languages (e.g, English, Malay, French, etc.). Hence, the fact that CFL learners
(from alphabetic language background) to pronounce characters, becomes difficult.
Moreover, the phonetic symbols, pinyin, which represent the sounds of Chinese
characters, required a much different set of pronounciation skills; whereby with diacritical
marking used to represent the tones, and the system used violates many principles in English
(Everson, 2008). Therefore, learning to read characters, two skills must be mastered, the
pinyin system, and the reading of characters; to promote life-long learning and higher literacy
attainment in Chinese language.
Given this situation, researcher believes SRML is able to scaffold reading ability of
Chinese characters; by providing constructivist learning environment in multimedia setting,
learner’s active and self-control autonomous freedom (SRL), to facilitate learners to master
the pinyin pronounciation skill as well as the Chinese characters reading skill.
3. THEORETICAL FOUNDATION
To investigate the above mentioned objectives, two strategies have been implemented to
understand the brain functioning and multimedia learning approaches, from macro viewpoint
and micro viewpoint, respectively.
Figure 1. Theoretical Foundation (Adapted from Zimmerman, 2002; Mayer, 2009; Krashen, 1982)
From macro viewpoint, Constructivist Learning Environments (CLEs) Principles,
Krashen’s Second Language Acquisition (SLA) Theory and Zimmerman’s Social Cognitive
Models of Self-Regulated Learning (SRL) Model were adapted, forming the captology –
Instructional Scaffolding (IS) with multimedia technology. The three overlapping segments
shared the mutual criteria to IS learning of foreign language, which includes of learning
supports, knowledge construction, stress-free and motivation, as illustrated in Figure 1. The
shared understanding for SLA, SRL and CLEs in forming IS explained below:
PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 4
1. SRL + CLEs = Environments shall made meaningful interpretation for learners for
performing phase (Jonassen, 1991; Zimmerman, 2002)
2. SLA + CLEs = Natural communication, which initiate from learners current linguistic
competence (i) ; learning shoud be internally controlled and mediated by learner
(Krashen, 2007; Jonassen, 1991, p11-12).
3. SRL + SLA = Self-reflection to understand own’s linguistic competence (Jonassen,
1991); which could help to minimise the anxiety of being making mistakes, thus
motivated to learn, which ultimately lower the affective filter and promote
comprehensible input, acquire the language (Krashen, 2007).
Ultimately, IS was formed based on the understanding mentioned above; on the other
hand, promote positive learning environment when integrated with multimedia.
Constructivist learning environment fosters integration of new and existing knowledge;
information will be kept in long-term memory after information being selected and organized
in working memory, according to Mayer’s Model of Cognitive Theory of Multimedia
Learning (2009). Krashen’s (1985) theory of second language acquisition explains if optimal
input is taken place, learners could perform better; for this to happen, learning shall be stress-
free, as to encourage message encoding process or constructivist process. SRL is interrelated
with social cognitive theory (Bandura, 1991), given that SRL is a goal-oriented process
(Puustinen & Pulkkinen, 2001) by learners, who personally activate and sustain cognition
affects, and behaviours that are systematically oriented toward the attainment of learning
goals (Zimmerman & Schunk, 2008). Mayer’s Multimedia Learning Principles (2009)
explains people learn better from words and pictures rather than words alone. The theoretical
rationale is when words and pictures are both presented; learners have the opportunity to
build connections between them. This foster the knowledge constructions process, hence
improving the characters reading ability in learning CFL.
To promote independent and effective learning, IS is necessary. Faculty Development and
Instructional Design Center (2013) from Northen Illinois University defines IS, as it is similar
to the scaffolding used in the in construction to support workers as they work on a specific
task, instructional scaffolds are temporary support structures faculty put in place to assist
students in accomplishing new tasks and concepts they could not typically achieve on their
own. IS through multimedia in this study, therefore, was discussing the learning environment
in both soft scaffolding and hard scaffolding.
Scaffold, which is grouped into soft scaffold and hard scaffold, is supported by teachers or
peers and multimedia software respectively. Hard scaffold, which is found in multimedia and
hypermedia setting, is useful for learning because it is portable, asynchronously, and self-
paced control (Kao, Lehman, & Cennamo,1996) and feedback (specific strategic scaffolds)
provided could scaffold learners at their points of need.
SRML experience, hence parallel with the rationale of learning CFL which scaffold
learning by giving adequate supports to learner through multimedia learning; to empower
learners to actively participate and constructing knowledge in the stress-free learning
environment.
This study believes, when appropriate instructional supports given to self-regulated
multimedia learning, learners acquire language by receiving comprehensible input (learning
to read Chinese characters); from subconscious (acquired system) and conscious (learning
PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 5
system) process, which scaffolding the learning of CFL, in the context of reading the Chinese
characters, as shown in Figure 2.
Figure 2. Instructional Scaffolding to Foreign Language Acquisition and Production (Adapted from Cook, 1993,
combined model of acquisition and production by Krashen, 1982; and Gregg, 1984; and Mayer’s Multimedia
Learning Principles, 2009)
Apart from that, perceived motivation towards the experience of using online SRML
software was also conducted, using the instrument Instructional Materials Motivation Survey
(IMMS) by Keller’s to understand the motivational level in ARCS Model (Attention,
Relevance, Confidence and Satisfaction).
4. HYPOTHESIS
This study will examine the effectiveness of SRML to scaffold Chinese reading acquisition;
and perceived motivation towards the SRML; with two independent variables (to measure
cause) and two multivariate variables (to understand the relationship between variables) are
taken into consideration, to better investigate the causal effect towards learning.
H01 - There is no significant effect in learners' reading score between two modes of
presentation.
H02 - There is no significant effect in learners' reading score among types of learners in mode
#1 presentation.
H03 - There is no significant effect in learners' reading score among types of learners in mode
#2 presentation.
H04 -There is no significant effect in learners' reading score among locals in both presentation
modes.
H05 - There is no significant effect in learners' reading score among foreign in both
presentation modes.
H06 - There is no significant difference in learners' motivation score between two modes of
presentation.
PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 6
H07 - There is no significant difference in learners' perceived motivation score among local
learners between two modes of presentation.
H08 - There is no significant difference in learners' perceived motivation score among foreign learners between two modes of presentation.
5. LITERATURE REVIEW
China’s economic power on the world stage; Her drastic and rapid development of overseas
Confucius Institutes; these modern evolution of CFL curriculum policy has marked the
emergence of learning CFL globally (Xing 2006; Gil 2008; Lo Bianco 2007; Everson and
Xiao 2009). Given to this, many researches been conducted in the field of CFL teaching and
learning, yet a general agreement exist: CFL learners are facing difficulty in reading and
writing (Clay William, 2012). This study, therefore, to investigate alternative approaceh to
acquire reading skill, due to the fact that the chinese character requires a study in itself,and
the lack of association between the written character and sound makes for difficulty in
learning (Kane 2006; Xing 2006), due to the fact that Chinese characters writing system is
based on a closer association between graphic form and meaning rather than is alphabetic
script (Eike M. Richter, Hua Shu, Ming Yan, Reinhold Kliegl, 2009); with the only 30% of
Chinese characters have the same pronounciation as their phonetic symbol (Gan, Fan & Fei,
1993; Zhou & Marslen-Wilson, 1999), it imposes more challenges to CFL learners when
learning to read Chinese characters.
Pinyin – an distinctive phonetic symbols, which indicates the pronouciation of
Chinese characters, is an International standard of phonetic system widely used in the
teaching and learning of CFL. Pinyin plays an important role in Chinese education and
International Communication, explained by Ang Dengfeng, vice-chairman of the National
Language Committee and director of language department of the Education Ministry.
(Xinhua News Agency, 2008). This, however, were claimed by Chung (2003) to questioned
the practice of pairing a character with its pinyin to find out the effectiveness of this
approach; following his line of reasoning, his finding suggested to learning meaning and
pronounciation of characters is more efficient when pinyin and English equivalent prompts
were presented a few seconds after the character, as a feedback; this were to allow time for
learners to capture attention on the Chinese characters, before prompts of feedback (pinyin).
In short, pinyin is only a prompt for pronounciation, and therefore learning to read characters
is important, to promote higher literacy learning in Chinese language (which presented solely
in characters).
Learning CFL has turned to be so convenient when various instructional technology and
multimedia available online as well as accessible via mobile phone, for learners to acquire
characters reading skill. Invention of software, increase the learning opportunities for
difference learners’ needs; which includes linear multimedia presentation like power points to
two ways interactive learning. Examples of software includes Seicho Nigo, Baldi, MyCT;
mobile applicatios are Chinese Pronounciation Tutor, PROnounce and etc. Looking at the
current rapid grwth of instructional technology and multimedia in software, programmes and
mobile applications, self-regulated learning were being fostered unconsciously; hence there is
no better time than now to provide instructional scaffolding pedagogy in SRML learning,
which is reading acquisition of CFL, in this study.
PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 7
6. METHODOLOGY
This study compared intervention of two presentation modes (SRML) when learning CFL in
SRML setting, whereby total 40 local and 40 foreign learners from Penang and Ipoh, which
were selected through non-random sampling strategy - two schools researcher ever taught
were deliberately chose for investigation as to reduce the sampling bias and errors. Keller’s
Instructional Materials Motivation Survey (IMMS) and Chinese Reading Performance Test
by International Baccalaurate (IB) World School were the experimental instruments used to
gauge the perceived motivation scale as well as leaners’ reading performance. Treatment and
control groups tested for the pre-test and post-test experiment to find out the effects of
instructional scaffolding in SRML environment.
Apart from that, pilot test were performed to test on the instruments (Chinese reading
passage) and treatment (online software - MyCT) validity and reliability evidences. Chinese
reading passage were developed and reviewed by experience CFL teacher (with 20 years
teaching experiences); the treatment, MyCT, validity data provided by the lab manager, with
cronbach alpha of reliability coefficient 0.8, indicates scores given by human teachers and
MyCT system is reliable.
7. DATA ANALYSIS AND RESULTS
The following discussion is pertaining to the reading scores and perceived motivation among
types of learners. Hypotheses 1 to 5 were using ANCOVA for covariance analysis pretest-
posttest designs which has groups differ in means on the pretest (Gay, Mills & Airasian,
2011). Independent t-test was used for hypotheses 6 to 8.
Table 1. Levene’s test of equality of error variances
Prior to the test, Levene’s test was performed, results shows that the error variances is
not significant (p > .05); H01 (p=.455), H02 (p=.138), H03, (.611), H04 (.124), H05 (.234), H05
(.764) hence the assumption of equality of error variance was not violated for Hypotheses 1
to 5 (Table 1).
Table 2. ANCOVA on effect of SRML in reading score between M1 and M1
presentation Dependent
Variables
Type III Sum
of Squares
df Mean Square F Sig. Partial Eta
Squared
Pre-test 114.007 1 114.007 148.87 .000 .659 Post-test 33.775 1 33.775 44.103 .000 .364
Hypotheses F df1 df2 Sig
H01_M1_M2 .584 1 78 .455
H02_M1_learners 1.272 1 38 .266
H03_M2_learners .263 1 38 .611
H04_M1M2_local 1.461 1 38 .234
H05_M1M2_foreign .091 1 38 .764
PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 8
An overall instructional scaffolding occurred when learners learning to read Chinese
characters. After adjusting for pretest scores, there was a significant effect of the between two
modes of presentation, H01, F(1, 77) = 44.103, P < .05, partial η2
= .36.
Adjusted mean reading score suggest that SRML without verbal pinyin cues (M1) has
lowered reading scores compared with SRML with verbal pinyin cues (M2), M1=4.512a,
M2=3.213a . Therefore SRML with verbal pinyin cues is more effective than SRML with
only written pinyin cues, to scaffold the reading ability of CFL learners.
Table 3. ANCOVA on learners’ reading score in M1 and M2 presentation
Source Type III Sum
of Squares df
Mean
Square F Sig.
Partial Eta
Squared
Noncent.
Parameter
Observed
Powerb
M1_Type_Of_Students .147 1 .147 .153 .698 .004 .153 .067
M2_Type_Of_Students 1.323 1 1.323 2.477 .124 .063 2.477 .355
Investigation on the effect of different modes of SRML presentation (Table 3)
indicates that there is no siginifacant effect, with p value at .698 (p >.05) in M1 presentation;
and p value at .124 (p > .05) in M2 presentation, across all learners.
However, when statiscally control for gain score between pretest-posttest, a
significant relationship exist, F(1,37) = 35.12 in M1, but no significant relationship exist, F(1,
37) = 137.77 in M2. Hence, M1 presentation contributes significant effect to learners reading
score, comparing to M2 presentation, which does not have significant effect.
Table 4. ANCOVA on types of learners’ reading score in M1 and M2 presentation
Source Type III Sum of
Squares df Mean Square F Sig.
Partial Eta
Squared
Noncent.
Parameter
Observed
Powerb
Local_M1M2 22.712 1 22.712 24.195 .000 .395 24.195 .998
Foreign_M1M2 11.722 1 11.722 19.469 .000 .345 19.469 .990
Reading score achieved by local and foreign learners (Table 4) shows significant difference
in two modes of presentation; with local learners, F (1, 37) = 24.20, P < .05; with foreign
learners, F (1, 37) =19.47, P < .05. Hence there is significant effect of SRML (mode #1 and
mode #2) on reading score achieved by local and foreign learners.
Findings from hypotheses 6 to 8 reports on the perceived motivation towards the SRML
environment, paired sample t-test was used to investigate.
Paired Differences t df Sig. (2-
PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 9
Table 5. Paired sample t-test on perceived motivation towards SRML in M1 and M2
At alpha .00 (p < .05), researcher reject the null hypothesis, which shows that there is
statistical significant difference in learners’ perceived motivation score between two modes
of presentation, across types of learners, t (79) = 17.558, p < .05.
Table 6. Independent Sample Test on Perceived Motivation among local and foreign
learners in SRML presentation
Levene's Test for Equality of
Variances
t-test for Equality of Means
95% Confidence
Interval of Difference
F Sig. t df Sig. (2-
tailed)
Mean
Difference
Std. Error
Difference Lower Upper
Local_
PM
Equal variance
assumed 8.294 0.007 0.203 38 0.84 0.0375 0.18474 -0.33648 0.41148
Equal variance not assumed
0.203 30.839 0.84 0.0375 0.18474 -0.33935 0.41435
Foreign
_PM
Equal variance
assumed 0.534 0.469 2.091 38 0.043 0.31528 0.1508 0.01 0.62056
Equal variance not assumed
2.091 36.365 0.044 0.31528 0.1508 0.00954 0.62101
Table 6 indicates the results of perceived motivation among local and foreign learners
towards SRML presentation. Given that Levene’s test has a probability greater than .05, the
population variances (local and foreign learners) are relatively equal. The two-tailed test of
significance however reports two phenomenon: there is no significant difference in local
learners’ perceived motivation, p = .840 (p > .05); however foreign learners’ perceived
motivation is significant, p = .043 (p < .05).
8. DISCUSSION OF FINDINGS
The analsis shows the effectivenss of SRML acquire reading Chinese characters proficiency,
with appropriate instructional scaffolding strategies executed for CFL learners. Findings from
objective one’s hypotheses explains that SRML is effective to learn reading Chinese
characters, particularly when written and verbal pinyin are both presented, for
comprehensible pronounciation. This study, however, suggested learning reading Chinese
charactres shall be made consecutively, whereby characters as initial prompt (for
constructivist learning), followed by written and verbal pinyin (for temporary cues), to give
effective instructional scaffold to CFL learners on this matter.
Results for research objective two, shows learners’ were motivated to learn CFL in
this online SRML setting; however levels of motivation perceived differently between local
and foreign learners, with foreign learners are more motivated to learn when written and
verbal pinyin are presented, but local learners react same, across both presentations. This
Mean
Std.
Deviation
Std. Error
Mean
95% Confidence Interval of
the Difference
tailed)
Lower Upper
Pair 1 perceived_motiva
tion - SRML 1.56667 .79807 .08923 1.38907 1.74427 17.558 79 .000
PSU-USM Research Seminar Program 2013
Faculty of Education, Prince of Songkla University, Pattani, Thailand, Centre for Instructional Technology and Multimedia, University Sains Malaysia, Malaysia, 13th -14th December, 2013, at Prince of Songkla Universiti, Trang Campus, Pattani, Thailand. Page 10
findings, perhaps, due to local learners social cultural background, in Malaysia, where
Chinese Mandarin is one of the languge wide spoken; or due to the limitation in sample.
SRML, therefore, could alternatively assist teachers to scaffold learners’ reading
skills; yet appropriate instructional prior to the self-regulated learning is critical, to ensure
effective learning taken place. In times, SRML will not only reduce the over-dependency on
pinyin reading, but to cultivate independent and lifelong Chinese language learning; because
ultimately, Chinese literacy is all in characters form. To teachers who teach CFL, SRML
could serve as an extended learning activity, apart from classroom teaching; to cater different
learning ability and learning styles among learners. To learners of CFL, instructional advice
should be put into practice when learning with SRML, for effective learning experience.
9. CONCLUSION
Taking the view from learning perspective, it helps teachers to plan for better teaching
syllabus and approaches; which, majority find it difficult, especially to deal with learner from
diversified social cultural background and educational background. Hence, it is indeed,
important to find alternatives to facilitate learners’ learning, especially in the this study,
context of learning CFL. Perhaps findings from this study, wouls provide some insights to
instructional technologis, teachers, school stakeholders, and learners, pertaining to the issue
of reading Chinese characters for CFL learners, locally as well as globally.
Following Mayer’s multimedia prinples (2009), whereby people learn better from
words and pictures rathe than words alone; increase learner attention and intention will make
learning more active and effective (Foti & Hannafin, 2008), hence when applying them in
learning to read Chinese characters; the condition, where Chinese characters have to be first
shown, to learners, for constructivist learning, follow by pinyin (written and verbal pinyin
concurrently) as prompt; eliminate the pinyin (written and verbal pinyin) by times, to scaffold
reading of Chinese characters. This promotes internal motivation to learners, as to achieve
their goal to reading Chinese characters, independently.
For future research, it is suggested that more sampling should be collected, due to the
fact of this study, which was conducted under various limitations (only from two local
international schools). Besides that, it is worthwhile that the assumptions on second language
equivalent to Foreign Language (L2 = LF) could be investigated further, as the learners’
learning context are much difference , and this may result to different learning and teaching
approaches shall be taken into consideration.
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PSU-USM Research Seminar Program 2013
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