THE STUDY OF THE EFFECTS OF USING THE HELLO CHINESE APPLICATION ON DEVELOPING CHINESE CHARACTER WRITING SKILLS AMONG BEGINNER LEARNERS
Article Sidebar
Main Article Content
Abstract
This study aimed to (1) examine the effects of using the Hello Chinese application on beginner learners’ Chinese character writing skills, (2) analyze the changes in writing accuracy, and (3) assess learners’ opinions toward using the application. The sample consisted of 30 beginner-level Chinese learners, selected through purposive sampling from individuals who had experience using the Hello Chinese application and met the specified criteria. The experiment was conducted over 8 weeks, during which participants used the application 5 times per week, 30 minutes per session, totaling 20 hours. Research instruments included a Chinese character writing proficiency test, a writing accuracy assessment form, a learner opinion questionnaire, and a semi-structured interview. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, and Cohen’s d effect size, while qualitative data were analyzed through content and thematic analysis.
The results revealed that the learners’ writing scores significantly improved after using the application
(p< 0.05), with a high effect size (Cohen’s d = 0.86). The average writing accuracy increased from 65.4% to 81.25%, particularly for frequently used or structurally simple characters. Learners expressed highly positive opinions toward the application, especially in terms of ease of use, learning effectiveness, and motivation. However, limitations were noted in the accuracy of the handwriting recognition system and the variety of writing exercises. Qualitative findings supported the quantitative data, indicating that most learners felt the application improved their understanding of stroke order and character structure.
Article Details
References
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
Deng, X., & Sitthitikul, P. (2023). Exploring guided dialogic peer feedback in a blended EFL writing course: A case study in China. LEARN Journal: Language Education and Acquisition Research Network (LEARN Journal), 16(2), 27–49.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates.
Ellis, N. C. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24(2), 143–188.
Guo, J., Lyu, B., Zhang, J., & Qi, X. (2025, May 22). The impact of error diagnosis in handwriting practice on learners’ Chinese character production and orthographic awareness. Computer Assisted Language Learning. Advance online publication.
International Journal of Emerging Technologies in Learning. (2022). Integrating animations in Chinese character writing based on cognitive theory of multimedia learning to promote students' writing skills. IJET, 17(4), 112–125.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Li, R. (2024). Research on handwritten Chinese characters in Chinese proficiency grading standards for international Chinese language education. Lecture Notes on Language and Literature, 7(1), 34–41.
Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLOS ONE, 19(1), e0294350.
Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge University Press.
Mason, R., & Zhang, W. (2017). An exploration of the use of mobile applications to support the learning of Chinese characters employed by students of Chinese as a foreign language. International Journal of Emerging Technologies in Learning (iJET), 12(6), 194-203.
Melons (2021). Application of Application for Teaching Chinese Phonetics. Academic Journal of Phuket Rajabhat University, 17(1), 37-58.
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
Parisa Rakguea & Rattaporn Siriphan. (2021). A Study of Chinese Character Writing Errors among Chinese Minor Students, Faculty of Liberal Arts, Narathiwat Rajanagarindra University. Journal of Narathiwat Rajanagarindra University: Humanities and Social Sciences, 8(2), 164-176.
Sasinat, S. (2017). Multimedia and technology in teaching Chinese in the 21st century. Veridian E-Journal, Silpakorn University, 10(3), 1239–1251.
Shen, L., Chen, B., Wei, J., Xu, H., Tang, S.-K., & Mirri, S. (2023). The challenges of recognizing offline handwritten Chinese: A technical review. Applied Sciences, 13(6), 3500.
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
Skinner, B. F. (1953). Science and human behavior. New York: Macmillan.
Thanyaporn Thimayom. (2018). Creating Computer-Aided Teaching Lessons. Writing Chinese Characters for Grade 1 Students Master Thesis, Chiang Mai University.
Ting, H.-L., Ch’ng, L.-C., & Unin, N. (2020). Mobile application and traditional approach for Chinese stroke order instruction in foreign language classroom. Jurnal Intelek, 15(2), 185-196.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Xiao, D., & Tian, C. (2024). Chinese language education under the integration of Chinese and Thai languages and cultures. International Journal of Sociologies and Anthropologies Science Reviews, 4(3), 65–70.
Zhang, X., & Lu, Y. (2024). App-assisted learning of Chinese characters: A randomized controlled trial. International Journal of Chinese Education, 13(1).
Zhou, W., & Li, X. (2022). Investigation of a Chinese character writing app: Learners’ perspectives. Knowledge Management & E Learning, 14(1), 15-29.
