Volume 17 Number 1

Using a Radical-Derived Character E-Learning Platform to Increase Learner Knowledge of Chinese Characters
Hsueh-Chih Chen, National Taiwan Normal University
Chih-Chun Hsu, National Defense University
Li-Yun Chang, University of Pittsburgh
Yu-Chi Lin, National Taiwan Normal University
Kuo-En Chang, National Taiwan Normal University
Yao-Ting Sung, National Taiwan Normal University

The present study is aimed at investigating the effect of a radical-derived Chinese character teaching strategy on enhancing Chinese as a Foreign Language (CFL) learners’ Chinese orthographic awareness. An e-learning teaching platform, based on statistical data from the Chinese Orthography Database Explorer (Chen, Chang, Chou, Sung, & Chang, 2011), was established and used as an auxiliary teaching tool. A nonequivalent pretest-posttest quasi-experiment was conducted, with 129 Chinese-American CFL learners as participants (69 people in the experimental group and 60 people in the comparison group), to examine the effectiveness of the e-learning platform. After a three-week course—involving instruction on Chinese orthographic knowledge and at least seven phonetic/semantic radicals and their derivative characters per week—the experimental group performed significantly better than the comparison group on a phonetic radical awareness test, a semantic radical awareness test, as well as an orthography knowledge test.

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