Applying Information processing theory in learning ChineseCharacter during Online distance learning

The Chinese language is a popular choice among public university students who learn it as a third language. However, various research has found that learning the Chinese characters is challenging for non-native learners. The shift to online learning during the pandemic has also prompted the need to address this challenge. This research aims at exploring students’ perceptions of the use of technology tools in learning Chinese characters. Research participants consist of 262 public university students who took Introductory Mandarin level 1 as one of their degree programme courses. Participants were exposed to various online teaching materials and activities that were constructed based on the information process theory, to accommodate the learning of Chinese characters. A Likert-scale questionnaire survey of 13 items was created to elicit participants’ responses to instructional approaches and the use of technology tools to enhance and motivate the learning of Chinese characters. Results revealed that the instructional approaches used to teach Chinese characters in Introductory Mandarin 1 as well as the technology tools for materials and activities have helped to motivate and improve students’ learning whereby, they facilitate identifying and remembering the characters. The outcome of the survey suggests that other unexplored andadvanced technology tools may be used to teach and learn Chinese characters or other difficult aspects of a language