You are here:

The Chinese Input Challenges for Chinese as Second Language Learners in Computer-Mediated Writing: An Exploratory Study
ARTICLE

, ,

Turkish Online Journal of Educational Technology Volume 10, Number 3, ISSN 1303-6521

Abstract

This paper reports an exploratory study on Singapore secondary and primary school students' perceptions and behaviors on using a variety of Chinese input methods for Chinese composition writing. Significant behavioral patterns were uncovered and mapped into a cognitive process, which are potentially critical to the training of students in inputting Chinese via computers. Due to the cognitive complexity of Chinese computer input, there seemed to be a misalignment between the perceived effectiveness of these input methods and their actual benefits. They will only be effective if the composition writers possess appropriate language abilities and technical skills. In addition, as secondary school composition writers had higher level linguistic and technical skills, for example, the ability to guess the correct pinyin (a Romanized phonetic scheme that is required for Chinese text input) based on experience, they were more likely to view the input system favorably than primary school students. This has implications in how to prepare primary school students for information and technology mediated composition writing in Singapore. Pinyin and technical skills should be introduced as early as possible for them to appreciate the benefits of computer-mediated Chinese text input and subsequently, composition writing. (Contains 1 figure, 3 tables, and 2 footnotes.)

Citation

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. Turkish Online Journal of Educational Technology, 10(3), 233-248. Retrieved July 23, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords