Content area
This study introduces a mobile-assisted Seamless Chinese Vocabulary Learning (SCVL) framework and examines its efficacy through the implementation of a “sentence-paragraph-essay” artifact-making writing process designed to enhance vocabulary growth among tertiary-level students. Employing a design-based research methodology, the study leveraged the DingTalk platform for the implementation of the SCVL framework. A quantitative analysis of 2,301 writing artifacts was performed across a 16-week duration involving 32 international students. This analysis utilized a two-way repeated-measures ANOVA to assess vocabulary usage. The findings indicated noteworthy enhancements in the Type-Token Ratio for sentences, paragraphs, and essays across different performance groups over time. The implementation of SCVL led to conspicuous advancements in Chinese vocabulary learning among students. This study underscores the potential of the SCVL approach to yield positive learning outcomes, thereby carrying implications for Chinese educators and the wider domain of language education.
Details
Mandarin Chinese;
Literature Reviews;
Language Teachers;
Language Acquisition;
Second Languages;
Language Fluency;
Instructional Effectiveness;
Language Proficiency;
Learner Engagement;
Chinese;
Language Usage;
Educational Resources;
Influence of Technology;
Learning Strategies;
Learning Theories;
Educational Technology;
English (Second Language);
Periodicals;
Essays;
Blended Learning;
Communities of Practice;
Outcomes of Education;
Equipment Maintenance;
Hypothesis Testing
Artifacts;
Second language vocabulary learning;
Students;
Language acquisition;
Chinese as a second language;
Writing processes;
Writing;
Language proficiency;
Second language instruction;
Social networks;
Foreign students;
Blended learning;
Educational technology;
English as a second language;
Efficacy;
Foreign language learning;
Variance analysis;
Foreign languages;
Research methodology;
Chinese languages;
Teachers;
Second language writing;
Vocabulary;
Learning;
Second language learning;
Educational objectives;
Learning outcomes;
Hypotheses;
Education;
Implementation;
Vocabulary development;
Sentences;
Research design;
Scholarship
1 Wenzhou University of Technology, China
2 Universiti Teknologi MARA, Terengganu, Malaysia
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