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EJ972347 - Effects on Learning Logographic Character Formation in Computer-Assisted Handwriting Instruction

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ERIC #:	EJ972347
Title:	Effects on Learning Logographic Character Formation in Computer-Assisted Handwriting Instruction
Authors:	Tsai, Chen-hui; Kuo, Chin-Hwa; Horng, Wen-Bing; Chen, Chun-Wen
Descriptors:	Handwriting; Chinese; Teaching Methods; Introductory Courses; Worksheets; Novices; Learning Processes; Computer Assisted Instruction; Second Language Instruction; Second Language Learning; College Students; Student Attitudes; Discourse Analysis; Student Surveys; Ideography; Instructional Effectiveness; Language Tests; Multimedia Instruction; Comparative Analysis; Mixed Methods Research; Qualitative Research; Statistical Analysis; Pretests Posttests
Source:	Language Learning & Technology, v16 n1 p110-130 Feb 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Publication Date:	2012-02-00
Pages:	21
Pub Types:	Journal Articles; Reports - Research
Abstract:	This paper reports on a study that investigates how different learning methods might affect the learning process of character handwriting among beginning college learners of Chinese, as measured by tests of recognition, approximate production, precise production, and awareness of conventional stroke sequence. Two methodologies were examined during character learning: a worksheet numbering system (the most prevailing workbook method used to learn characters) and a theoretically grounded handwriting system (a multimedia method). A repeated-measures MANOVA showed that under the multimedia treatment, novice learners with no prior character writing experience performed better on all four measures, and first-year learners with six months of character-writing experience only performed better in precise production and awareness of conventional sequence. Variations of character formation produced in both treatments, and learners' perceptions were also analyzed to determine the effects of the two methods. Educational implications in the teaching and learning of character handwriting are provided based on the empirical results. (Contains 2 figures, 8 tables, and 1 note.)
Abstractor:	As Provided
Reference Count:	36

Note:	N/A
Identifiers:	Open Ended Questions; United States (Midwest)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1094-3501
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://llt.msu.edu/issues/february2012/tsaietal.pdf

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