Improving Chinese Reading and Writing Skills: Second Language Acquisition Theory Perspective

Luo, Meng-Lan; Chano, Jiraporn; Chittranun, Thatchai; Nithideechaiwarachok, Bussayarat

doi:10.5296/jei.v8i2.20148

Cited by 2 publications

(4 citation statements)

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“…As the advanced language skills, reading, and writing skills of Chinese as a second language are affected by various factors (Xv, 2007;Zhao, 2016a,b), which can be divided into external factors and internal factors (Liu, 2016). According to a survey research by Luo et al (2022), vocabulary size and usage, grammatical knowledge, and language environment all had an impact on the reading and writing abilities of Chinese major students in the northeast of Thailand. Specifically, attitudes regarding using Chinese in social media in daily life, learning motivation, and learning from online resources while exchanging Mandarin practice.…”

Section: Factors Affecting Chinese Reading and Writing Skillsmentioning

confidence: 99%

“…Due to the importance of learning Chinese for Thai people, which is in line with a 20-year national development strategy of the National Education Plan 2017-2036 of Thailand, it is necessary to cultivate high-quality native Chinese teachers while reducing its reliance on volunteer Chinese teachers from China (Office of the Education Council, 2017). According to the results of a research study for the development of Chinese language teaching and learning management system in Thailand's Chinese studies center at the Institute of Asian Studies of Chulalongkorn university, Thai students studying Chinese in higher education are not proficient in using the language (Wasinanon, 2016), especially in reading and writing which are not up to the standards that have been set (Luo et al, 2022). Consequently, for the current teaching and study of Chinese in higher education, reading and writing abilities should be prioritized (Zhong, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Apparently, it should be supported and based on the second language acquisition theory, which can offer directions for the effective teaching and learning of Chinese as a second language (Liu, 2016). According to a study by Luo et al (2022), the input hypothesis, the affective-filler hypothesis of the monitor theory, and the contrastive analysis hypothesis are relevant theories and recommendations for improving Chinese reading and writing abilities. The primary elements influencing Chinese major students' reading and writing abilities in the northeast of Thailand included vocabulary, grammar, language environment, attitude, motivation, and anxiety.…”

Section: Introductionmentioning

confidence: 99%

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The development of an instructional model to promote Chinese reading and writing skills for university students

et al. 2023

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Because of the expanding global popularity of the language, more Thai colleges and universities have begun to offer Chinese language lessons in recent years. Yet, Thai teachers and students continue to struggle with how to teach and improve Chinese reading and writing skills. This research aimed to develop an instructional model based on second language acquisition theory to promote Chinese reading and writing skills for university students in the northeast of Thailand and study the results of the implementation. The participants were fifty second-year students majoring in Chinese from the faculty of humanities and social sciences of a public university. The instruments were an expert evaluation form, lesson plans, self-study reading quizzes, Chinese reading skills tests, a Chinese writing skills assessment form, and a questionnaire. Content analysis, mean, and also standard deviation were used to analyze the collected data. Thus, the findings revealed that the developed instructional model had the highest level of quality and appropriateness, which consisted of five components, including syntax and sequence, the social system, the principle of reaction, the support system, and the effect of the instructional model. The results of the implementation revealed that students’ Chinese reading and writing skills had improved, and the student’s attitudes toward learning with the developed instructional model were at a very high level. It is believed that this research could be beneficial for second-language Chinese students and teachers as well as other relevant parties involved in international Chinese education and research.

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Section: Factors Affecting Chinese Reading and Writing Skillsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The development of an instructional model to promote Chinese reading and writing skills for university students

et al. 2023

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“…By writing, one trains one;s thinking skills because to convey messages that are easy to understand, clear, coherent, and neat, one must be able to transform abstract ideas in one;s mind into concrete concepts that can be clarified explicitly (Sumarno, et al, 2022). Writing is a process that involves planning, interpreting, and reviewing in addition to literally communicating knowledge, thoughts, feelings, experiences, news, and imagination from the writer to the readers (Luo, et al, 2022). It is a means of self-expression; a better way could not be found.…”

Section: A Introductionmentioning

confidence: 99%

The Effect of Digital Literacy and Writing Skills on The Skills of Developing Teaching Materials for Prospective Teacher Students

Emidar

Indriyani

Ningsih

2023

JMKSP

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Instructional materials are an essential component of the learning process. The use of instructional materials can be tailored to students; requirements and characteristics. Prospective instructors must take courses on the development of teaching materials in order to acquire the skills necessary to create instructional materials. To have the skills to develop teaching materials, other skills are needed to support this, including digital literacy and writing skills for prospective teacher students. The purpose of this study was to determine the effect of digital literacy and writing skills on the skills of developing teaching materials for prospective teacher students. This study uses quantitative research methods using causal associative research, namely research that seeks the influence of one variable (independent) with other variables (dependent). The population of this study were 210 students of the Indonesian Language and Literature Education Study Program at UNP BP 2020. The sample selection technique uses purposive sampling. The number of samples obtained were 35 students. The research instrument is in the form of teaching material products, performance tests. Assessment is carried out with the help of an assessment rubric. The data analysis method uses SPSS with the Multiple Regression analysis method. The results of the study show that digital literacy and writing skills have a significant effect on the skills of developing teaching materials for prospective teacher students both collectively and individually.

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Improving Chinese Reading and Writing Skills: Second Language Acquisition Theory Perspective

Cited by 2 publications

References 12 publications

The development of an instructional model to promote Chinese reading and writing skills for university students

The development of an instructional model to promote Chinese reading and writing skills for university students

The Effect of Digital Literacy and Writing Skills on The Skills of Developing Teaching Materials for Prospective Teacher Students

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