Integrating Technology Teaching for Second Language Chinese Writing: A Case Study of Primary Four Students in an International School

Chinese writing has always been a major challenge for second language learners, especially at the elementary school level. Chinese language educators has paid much attention to explore effective ways to enhance and promote students’ Chinese writing skills and motivation. With the advancement of technology, use f various applications has been integrated in Chinese second language learning and teaching. Based on a pragmatism perspective, this paper designed an intervention to improve primary students' Chinese writing. The process-oriented writing framework is adopted and with an integration of information technology into the pre-, mid-, and post-writing stages of Chinese writing. It intends to increase their topic knowledge and relevant vocabulary and sentence patterns, prolong their writing. Twenty students at Grade 4 in an international school in Hong Kong participated in the study. The study found that enhancement of background knowledge and relevant vocabulary and sentence patterns, improved the interests and production quality of Chinese writing. It also helped to develop students' independent learning and writing skills, especially for learners with lower proficiency level. In addition, the study investigated the effectiveness of integrating IT into Chinese writing instruction. Implication of the study provides insights to educators into writing instructions in Chinese as a second language classroom.

Keywords

Chinese writing as a second language, technology-assisted teaching, writing interest and performance

source

International Journal of Chinese Language Education; Jun 2023; Issue No. 13; p.73 - 100

Language

Chinese