Multimedia-assisted self-learning materials: the benefits of E-flashcards for vocabulary learning in Chinese as a foreign language
In this study, we examined the effects of E-flashcards and paper flashcards on Chinese vocabulary learning and learning attitudes among students learning Chinese as a foreign language. One hundred fourth and fifth grade English-speaking students participated in two groups, E-flashcards (n = 50) and...
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| Veröffentlicht in: | Reading & writing 2019-05, Vol.32 (5), p.1175-1195 |
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| description | In this study, we examined the effects of E-flashcards and paper flashcards on Chinese vocabulary learning and learning attitudes among students learning Chinese as a foreign language. One hundred fourth and fifth grade English-speaking students participated in two groups, E-flashcards (n = 50) and paper flashcards (n = 50), to learn 20 new Chinese words. E-flashcards (or digital flashcards through students’ iPads) incorporate multimedia resources with comprehensive visual, verbal, and audio inputs while the paper flashcards provide only visual and verbal inputs. Results revealed that students who used E-flashcards statistically outperformed those who used paper flashcards on immediate post-tests of Chinese word reading and listening, as well as on 1-week delayed listening test. In addition, students who used E-flashcards demonstrated more positive learning attitudes toward Chinese word learning than those who used paper flashcards. Such findings support the audio application of multimedia on Chinese word recognition among novice Chinese language learners as an effective pedagogical approach. Instructional implications are discussed. |
| doi_str_mv | 10.1007/s11145-018-9906-x |
| format | Article |
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One hundred fourth and fifth grade English-speaking students participated in two groups, E-flashcards (n = 50) and paper flashcards (n = 50), to learn 20 new Chinese words. E-flashcards (or digital flashcards through students’ iPads) incorporate multimedia resources with comprehensive visual, verbal, and audio inputs while the paper flashcards provide only visual and verbal inputs. Results revealed that students who used E-flashcards statistically outperformed those who used paper flashcards on immediate post-tests of Chinese word reading and listening, as well as on 1-week delayed listening test. In addition, students who used E-flashcards demonstrated more positive learning attitudes toward Chinese word learning than those who used paper flashcards. Such findings support the audio application of multimedia on Chinese word recognition among novice Chinese language learners as an effective pedagogical approach. Instructional implications are discussed.</description><identifier>ISSN: 0922-4777</identifier><identifier>EISSN: 1573-0905</identifier><identifier>DOI: 10.1007/s11145-018-9906-x</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Chinese ; Chinese as a second language ; Chinese languages ; Computer assisted language learning ; Education ; Educational Technology ; Foreign language learning ; Grade 4 ; Grade 5 ; Independent Study ; Instructional Materials ; Language and Literature ; Language teaching methods ; Linguistics ; Literacy ; Multimedia ; Neurology ; Pretests Posttests ; Psycholinguistics ; Second Language Learning ; Second language vocabulary learning ; Self instruction ; Social Sciences ; Student Attitudes ; Students ; Vocabulary Development ; Word Recognition</subject><ispartof>Reading & writing, 2019-05, Vol.32 (5), p.1175-1195</ispartof><rights>Springer Nature B.V. 2018</rights><rights>Reading and Writing is a copyright of Springer, (2018). All Rights Reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c338t-b7278a7f6285a63cda6d0ad49fb5bcd72316af9073f944d079116c9190b241523</citedby><cites>FETCH-LOGICAL-c338t-b7278a7f6285a63cda6d0ad49fb5bcd72316af9073f944d079116c9190b241523</cites><orcidid>0000-0002-9791-1518</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s11145-018-9906-x$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s11145-018-9906-x$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,777,781,27905,27906,41469,42538,51300</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1212628$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Li, Jui-Teng</creatorcontrib><creatorcontrib>Tong, Fuhui</creatorcontrib><title>Multimedia-assisted self-learning materials: the benefits of E-flashcards for vocabulary learning in Chinese as a foreign language</title><title>Reading & writing</title><addtitle>Read Writ</addtitle><description>In this study, we examined the effects of E-flashcards and paper flashcards on Chinese vocabulary learning and learning attitudes among students learning Chinese as a foreign language. One hundred fourth and fifth grade English-speaking students participated in two groups, E-flashcards (n = 50) and paper flashcards (n = 50), to learn 20 new Chinese words. E-flashcards (or digital flashcards through students’ iPads) incorporate multimedia resources with comprehensive visual, verbal, and audio inputs while the paper flashcards provide only visual and verbal inputs. Results revealed that students who used E-flashcards statistically outperformed those who used paper flashcards on immediate post-tests of Chinese word reading and listening, as well as on 1-week delayed listening test. In addition, students who used E-flashcards demonstrated more positive learning attitudes toward Chinese word learning than those who used paper flashcards. Such findings support the audio application of multimedia on Chinese word recognition among novice Chinese language learners as an effective pedagogical approach. Instructional implications are discussed.</description><subject>Chinese</subject><subject>Chinese as a second language</subject><subject>Chinese languages</subject><subject>Computer assisted language learning</subject><subject>Education</subject><subject>Educational Technology</subject><subject>Foreign language learning</subject><subject>Grade 4</subject><subject>Grade 5</subject><subject>Independent Study</subject><subject>Instructional Materials</subject><subject>Language and Literature</subject><subject>Language teaching methods</subject><subject>Linguistics</subject><subject>Literacy</subject><subject>Multimedia</subject><subject>Neurology</subject><subject>Pretests Posttests</subject><subject>Psycholinguistics</subject><subject>Second Language Learning</subject><subject>Second language vocabulary learning</subject><subject>Self instruction</subject><subject>Social Sciences</subject><subject>Student Attitudes</subject><subject>Students</subject><subject>Vocabulary Development</subject><subject>Word Recognition</subject><issn>0922-4777</issn><issn>1573-0905</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp1kE1P3DAQhq2qSGyhP4BDJUs9ux07H457q1ZLKaLqpT1bk8TOGmUd6kkQXPnl9SoITpzm8H7MzMPYhYQvEkB_JSllWQmQjTAGavHwjm1kpQsBBqr3bANGKVFqrU_ZB6JbAFBNWWzY069lnMPB9QEFEgWaXc_JjV6MDlMMceAHnF0KONI3Pu8db110PszEJ893wo9I-w5TT9xPid9PHbbLiOmRv-RD5Nt9iI4cR-J49LkwRD5iHBYc3Dk78bndfXyeZ-zv5e7P9krc_P7xc_v9RnRF0cyi1Uo3qH2tmgrrouux7gH70vi2arteq0LW6A3owpuy7EEbKevOSAOtKmWlijP2ee29S9O_xdFsb6clxbzSKglNnVMlZJdcXV2aiJLz9i6FQ37ISrBH1HZFbTNqe0RtH3Lm05rJnLoX_-5aKqnyuVlXq05Zi4NLr5vfLv0PKfaMeg</recordid><startdate>20190501</startdate><enddate>20190501</enddate><creator>Li, Jui-Teng</creator><creator>Tong, Fuhui</creator><general>Springer Netherlands</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0002-9791-1518</orcidid></search><sort><creationdate>20190501</creationdate><title>Multimedia-assisted self-learning materials: the benefits of E-flashcards for vocabulary learning in Chinese as a foreign language</title><author>Li, Jui-Teng ; Tong, Fuhui</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c338t-b7278a7f6285a63cda6d0ad49fb5bcd72316af9073f944d079116c9190b241523</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Chinese</topic><topic>Chinese as a second language</topic><topic>Chinese languages</topic><topic>Computer assisted language learning</topic><topic>Education</topic><topic>Educational Technology</topic><topic>Foreign language learning</topic><topic>Grade 4</topic><topic>Grade 5</topic><topic>Independent Study</topic><topic>Instructional Materials</topic><topic>Language and Literature</topic><topic>Language teaching methods</topic><topic>Linguistics</topic><topic>Literacy</topic><topic>Multimedia</topic><topic>Neurology</topic><topic>Pretests Posttests</topic><topic>Psycholinguistics</topic><topic>Second Language Learning</topic><topic>Second language vocabulary learning</topic><topic>Self instruction</topic><topic>Social Sciences</topic><topic>Student Attitudes</topic><topic>Students</topic><topic>Vocabulary Development</topic><topic>Word Recognition</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Li, Jui-Teng</creatorcontrib><creatorcontrib>Tong, Fuhui</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central Basic</collection><jtitle>Reading & writing</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Li, Jui-Teng</au><au>Tong, Fuhui</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1212628</ericid><atitle>Multimedia-assisted self-learning materials: the benefits of E-flashcards for vocabulary learning in Chinese as a foreign language</atitle><jtitle>Reading & writing</jtitle><stitle>Read Writ</stitle><date>2019-05-01</date><risdate>2019</risdate><volume>32</volume><issue>5</issue><spage>1175</spage><epage>1195</epage><pages>1175-1195</pages><issn>0922-4777</issn><eissn>1573-0905</eissn><abstract>In this study, we examined the effects of E-flashcards and paper flashcards on Chinese vocabulary learning and learning attitudes among students learning Chinese as a foreign language. 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| subjects | Chinese Chinese as a second language Chinese languages Computer assisted language learning Education Educational Technology Foreign language learning Grade 4 Grade 5 Independent Study Instructional Materials Language and Literature Language teaching methods Linguistics Literacy Multimedia Neurology Pretests Posttests Psycholinguistics Second Language Learning Second language vocabulary learning Self instruction Social Sciences Student Attitudes Students Vocabulary Development Word Recognition |
| title | Multimedia-assisted self-learning materials: the benefits of E-flashcards for vocabulary learning in Chinese as a foreign language |
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