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

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

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.

原文英語
文章編號101856
期刊International Journal of Educational Research
109
DOIs
出版狀態已發佈 - 2021 一月

ASJC Scopus subject areas

  • 教育

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