Effects of key-image mnemonics on Chinese instruction for first-grade students’ achievement and interest toward Chinese learning

Meng Hua Tsai; Li Yun Chang; Hsueh Chih Chen; Chia Ling Lin

doi:10.1016/j.ijer.2021.101856

Effects of key-image mnemonics on Chinese instruction for first-grade students’ achievement and interest toward Chinese learning

Meng Hua Tsai, Li Yun Chang, Hsueh Chih Chen^*, Chia Ling Lin

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

6 Citations (Scopus)

Abstract

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.

Original language	English
Article number	101856
Journal	International Journal of Educational Research
Volume	109
DOIs	https://doi.org/10.1016/j.ijer.2021.101856
Publication status	Published - 2021 Jan

Keywords

Distributed character learning
Instructional methods
Key-image method for learning Chinese characters
Learning achievement
Learning interest

ASJC Scopus subject areas

Education

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10.1016/j.ijer.2021.101856

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title = "Effects of key-image mnemonics on Chinese instruction for first-grade students{\textquoteright} achievement and interest toward Chinese learning",

abstract = "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.",

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AU - Tsai, Meng Hua

AU - Chang, Li Yun

AU - Chen, Hsueh Chih

AU - Lin, Chia Ling

PY - 2021/1

Y1 - 2021/1

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Effects of key-image mnemonics on Chinese instruction for first-grade students’ achievement and interest toward Chinese learning

Abstract

Keywords

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