Liushu-based Instruction and Its Effects on the Motivation and Intended Learning Efforts: The Case of Laos Learners of Standard Chinese

Qingli Guo; Fong Peng Chew

doi:10.4312/ala.12.2.73-90

Authors

GUO Qingli University of Malaya
CHEW Fong Peng University of Malaya

DOI:

https://doi.org/10.4312/ala.12.2.73-90

Keywords:

Liushu-based Instruction, Standard Chinese learners, motivation, intended learning efforts

Abstract

This study examines the effects of Liushu-based instruction on the motivation and intended learning efforts. Beginners of Standard Chinese from Laos were assigned to the experiment group and the control group. The Liushu-based instruction in the experiment group was carried on for ten weeks. It was found that Liushu-based instruction has a positive effect on learners’ motivation, especially for Standard Chinese learners’ Ideal L2 Self and L2 learning experience. In addition, Ideal L2 Self showed a mediation effect between Liushu-based instruction and intended learning efforts. The article also provides several suggestions for the use of Liushu in Chinese character teaching.

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Author Biographies

GUO Qingli, University of Malaya

Guo Qingli, the candidate of Doctorate of Philosophy in the Chinese Language Education at Faculty of Education, University of Malaya.
CHEW Fong Peng, University of Malaya

Chew Fong Peng, Associate Professor in the Department of Language and Literacy Education at the Faculty of Education, University of Malaya. She is the Principal Investigator for eight research grants. Chew has published 9 books, 118 articles published in journals, 72 papers in conference proceedings, 39 chapters in books, 21 translated books, 11 edited books and edited creative writings.

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