Promoting thinking skills through Interactive Character Learning Model (ICLM) – Chinese character learning using whatsapp for Malay l3 learners
List of Authors
  • Chu, Hong Heng , Toh, Ling Ling

Keyword
  • ICLM, Malay L3 learners, WhatsApp, thinking skills

Abstract
  • Chinese characters are known as ideographs and this system of writing differs totally with the system of writing of Malay L3 learners’ first and second languages. Since each Chinese character depicts a strong association between its sound, shape and meaning, the character writing hence involves a series of mental processes. Owing to this unique feature, Malay L3 learners need to struggle through the process of writing as they need to remember not only the shape of any character, but also its sound and meaning. In this research, we try to use ICLM to facilitate the learning of Chinese characters for Malay L3 learners and hence help them to recognize the Chinese characters more effectively besides making the process of learning more interesting and therefore, analysing its results. Through analysis, we found that Malay L3 learners shown more interest and gave faster responses in sentence making. Their ability in recognizing the correct characters and making sentences also increased following the introduction of ICLM.

Reference
  • 1. Alsaleem, B. I. A. (2013). The effect of “WhatsApp” electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi students. Arab World English Journal, 4(3), 213-225.
    2. Gimeno, A., Gutierrez-Colon, P. M., Appel, C., Hopkins, J., Gibert, I., & Triana, I. (2013). Improving learners’ reading skills through instant short messages: A sample study using WhatsApp. Paper presented at The World CALL 2013—CALL: Sustainability and Computer-Assisted Language Learning (Volume: Global perspectives on Computer-Assisted Language Learning), Glasgow.
    3. Bradshaw, T. (2011, November 14). WhatsApp users get the message. The Financial Times (London). Retrieved January 29, 2013, from http://www.ft.com/.
    4. Chinese punctuation. (n.d.). In Wikipedia, the free encyclopedia online. Retrieved from http://en.wikipedia.org/wiki/Chinese_punctuation.
    5. Chia The Heng, The Hong Siok, Wan Mohamad Iskandar Bin Haji Harun (2014). Gateway to Mandarin Chinese for non-native speakers 3. Kuala Lumpur: Xueer Publisher, 2014.
    6. Chu Hong Heng, Toh Ling (2014). Interactive Character Learning Model (ICLM) – Chinese Character Learning using WhatsApp for Malay L3 Learners. (pg. 772-786) David Publishing Company: Journal of US-China Education Review A.
    7. Laurillard, D. (2007). Pedagogical forms for mobile learning. In N. Pachler (Ed.), Mobile learning: Towards a research agenda. London, U.K.: WLE Centre, Institute of Education.
    8. Li, W. M. (1989). The investigation and implementation of creative thinking learning Chinese characters. Beijing: People’s Education Publisher.
    9. Mohammed, M. (2013). The “WhatsApp” gimmickry among the youth of Ghana. Home Radio Ghana Contactlogin. Retrieved from http://www.modernghana.com/news/479131/1/thewhatsapp-gimmickry-among-the-youth-of-ghana.html.
    10. Ouyang, Z. R. (2009). Cultural perspective on teaching Chinese as a foreign language. Beijing: Peking University Press. (In Chinese).
    11. Peters, K. (2009). M-learning: Positioning educators for a mobile, connected future. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training. Vancouver: Marquis Book Printing. Retrieved from http://www.aupress. ca/books/ 120155 /ebook/99Z_Mohamed _Ally_ 2009-MobileLearning.pdf.
    12. Shen, H. H. (2004). Level of cognitive processing: Effects on character learning among non-native learners of Chinese as a foreign language. Language and Education, 18(2), 167-182.
    13. Shen, H. H. (2005). An investigation of Chinese-character learning strategies among non-native speakers of Chinese. System, 33(1), 49-68.
    14. Toh, L. L. (2006). Mother-tongue inferences in process of learning Mandarin among Malay students in syntax. Paper presented at The International Seminar 2006: International Seminar Non Multimedia Adventure in Foreign Language Teaching and Learning, Multi Media University.
    15. Toh, L. L., & Chu, H. H. (2011). Studies on adverb of sentences which constructed by Malay students in learning Chinese. Malaysia: Department of Foreign Languages, Faculty of Modern Languages and Communication, Universiti Putra Malaysia.
    16. WhatsApp. (n.d.). In Wikipedia, the free encyclopedia online. Retrieved from http://en.wikipedia.org/wiki/WhatsApp
    17. Wong, L. H., Chai, C. S., & Gao, P. (2011). The Chinese input challenges for Chinese as second language learners in computer mediated writing: An exploratory study. The Turkish Online Journal of Educational Technology, 10(3), 233-248.
    18. Xi, J. P. (2014). The keynote speech at the College of Europe in Bruges by President of the People’s Republic of China Xi Jinping on April 1st, 2014. Retrieved from http://www.coleurope.eu.
    19. Ye, L. J. (2011). Teaching and learning Chinese as a foreign language in the United States: To delay or not to delay the character introduction (Doctoral dissertation, Department of Applied Linguistics and English as a Second Language, Georgia State University).