TY - JOUR
T1 - Effects of key-image mnemonics on Chinese instruction for first-grade students’ achievement and interest toward Chinese learning
AU - Tsai, Meng Hua
AU - Chang, Li Yun
AU - Chen, Hsueh Chih
AU - Lin, Chia Ling
N1 - Funding Information:
This work was financially supported by the “Institute for Research Excellence in Learning Sciences” and the “Chinese Language and Technology Center” of National Taiwan Normal University (NTNU) from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.
Publisher Copyright:
© 2021
PY - 2021/1
Y1 - 2021/1
N2 - This study examined the integration of the Key-Image method (KIM), a novel mnemonic, into a Chinese curriculum and the effect on improving learning. It is the first Chinese intervention study for this topic. We designed a development trial with 143 first-grade students. After a six-week course, the experimental group (n = 72) outperformed the comparison group (n = 71) on both a Chinese achievement test and a Chinese learning interest inventory. The cognitive and affective effectiveness of the KIM held for the tests conducted immediately after learning and the retention tests conducted one week and five months after learning. The results suggest that the KIM, an innovative design, is superior to the traditional instruction that first-language (L1) learners typically experience.
AB - This study examined the integration of the Key-Image method (KIM), a novel mnemonic, into a Chinese curriculum and the effect on improving learning. It is the first Chinese intervention study for this topic. We designed a development trial with 143 first-grade students. After a six-week course, the experimental group (n = 72) outperformed the comparison group (n = 71) on both a Chinese achievement test and a Chinese learning interest inventory. The cognitive and affective effectiveness of the KIM held for the tests conducted immediately after learning and the retention tests conducted one week and five months after learning. The results suggest that the KIM, an innovative design, is superior to the traditional instruction that first-language (L1) learners typically experience.
KW - Distributed character learning
KW - Instructional methods
KW - Key-image method for learning Chinese characters
KW - Learning achievement
KW - Learning interest
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U2 - 10.1016/j.ijer.2021.101856
DO - 10.1016/j.ijer.2021.101856
M3 - Article
AN - SCOPUS:85113205255
SN - 0883-0355
VL - 109
JO - International Journal of Educational Research
JF - International Journal of Educational Research
M1 - 101856
ER -