Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters

Hsueh Chih Chen*, Chih Chun Hsu, Li Yun Chang, Yu Chi Lin, Kuo En Chang, Yao Ting Sung

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

46 Citations (Scopus)


The present study is aimed at investigating the effect of a radical-derived Chinese character teaching strategy on enhancing Chinese as a Foreign Language (CFL) learners' Chinese orthographic awareness. An e-learning teaching platform, based on statistical data from the Chinese Orthography Database Explorer (Chen, Chang, Chou, Sung, & Chang, 2011), was established and used as an auxiliary teaching tool. A nonequivalent pretest-posttest quasi-experiment was conducted, with 129 Chinese-American CFL learners as participants (69 people in the experimental group and 60 people in the comparison group), to examine the effectiveness of the e-learning platform. After a three-week course-involving instruction on Chinese orthographic knowledge and at least seven phonetic/semantic radicals and their derivative characters per week-the experimental group performed significantly better than the comparison group on a phonetic radical awareness test, a semantic radical awareness test, as well as an orthography knowledge test.

Original languageEnglish
Pages (from-to)89-106
Number of pages18
JournalLanguage Learning and Technology
Issue number1
Publication statusPublished - 2013 Feb


  • Chinese as a foreign language (CFL)
  • Chinese orthographic awareness
  • Phonetic/semantic radicals
  • Radical-derived character instructional method

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications


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