Modality Matters: How Combining Handwriting and Typewriting Practice Improves Chinese Skills Performance for Chinese...

Area of Science:

• Second Language Acquisition
• Educational Psychology
• Applied Linguistics

Background:

• Handwriting and typewriting are traditional methods for Chinese L2 learning.
• Research on blended practice modalities combining handwriting and typewriting is limited.
• Understanding the impact of blended practice on L2 Chinese learners is crucial.

Purpose of the Study:

• To compare the effects of handwriting-only practice versus blended practice on Chinese L2 skills.
• To investigate the influence of blended practice on Chinese learning motivation and attitude.
• To analyze the associative patterns between practice modality and learning outcomes.

Main Methods:

• A pilot study involving 30 international students learning Chinese as a second language (L2).
• Comparison of a blended practice group (sequential handwriting followed by typewriting) with a handwriting-only group.
• Assessment of Chinese skills performance, learning motivation, and attitude.

Main Results:

• Blended practice demonstrated significantly better Chinese skills performance compared to handwriting-only practice.
• Students in the blended practice group exhibited higher motivation and more positive attitudes.
• Direct association found between practice modality and skills performance; motivation/attitude pathways were not statistically significant.

Conclusions:

• Sequential blended practice (handwriting then typewriting) is effective for improving L2 Chinese performance, motivation, and attitudes.
• Educators should consider integrating this blended practice into Chinese L2 curricula.
• Learners are encouraged to adopt this multimodal practice for enhanced L2 Chinese acquisition.