Title: Type of active learning strategies for learning Chinese as

second language

OOI YEE MEI

(MC170605006)
 Abstract

This project paper is do research about assessment and active learning strategies for

learning Chinese as second language for the local and no Chinese background

students. Besides than this, interested in Chinese of students also will be included as

well. Many methods and teaching strategies been used during the lesson in the school.

To success the research, few research instrument and strategies been apply for two

different group of students, one is advance group and another one will be lower abilities

students. Then, through interview, observation and data analysis hopefully can see

some different results. Data analysis actually show that active learning is very useful to

students as Chinese to them is very difficult and hard for them. From this research also

show students interested in Chinese but they find difficulty to step forward for more

understand of Chinese.
 Introduction

Researcher realize that students Chinese level is moderate and some is lower than that,

students always said very difficult and not interested on that. One classroom may have

different types of students. There are students with different backgrounds, such as a

non-Chinese student and a Chinese student from a pure English-speaking background.

The learning of Chinese can be different for a student that has a certain understanding

of exposure to the Chinese language by their upbringing, and a student has no

exposure and influence of Chinese Language in their daily life. Because of such great

differences amongst students, the curricular structure, teaching resources and teaching

methods need to have differences amongst individual learners, especially the

uniqueness and differentiation amongst learners of Chinese as a second language.

According the problem, a few objectives were set and will be research in this project.

There are:

1. Interested of students in Chinese Language.

2. Type of assessment to assess students.

3. Type of active learning strategies to students and whether is help or not.

4. Difficulty of students when learning Chinese Language.

To succeed the research, few questions will be asked during interview section.

1. Are you interested in Chinese Language? Why?

2. Do you think Chinese is important?

3. What types of learning that you like?

4. What difficulty and challenge students face?

 Literature Review

Some children are very lucky who can grow up in a society which involving more than

one language. Not everyone has the chance to access or to learn second language in

their life, most people still strong own mother tongue one language only and rarely learn

for second language. Like David Sedaris, even after years of study, our ability to use a

second language rarely matches our first language ability.Yule, G. (2005). Malaysia was

a different race country; most of people manage to speak for at least 3 types of

languages. Every citizen is used to with different language to communicate with

different races. For Chinese school, most of the students is Chinese, there don’t have

any problem with Chinese language, but in the same time, they do have Bahasa and

English as well in the syllabus. Usually Chinese as second language mostly in private

school and Malay School. In fact learning Chinese Language is very difficult, one

Chinese character involve structure, strokes, meaning, pronounce and some of the

words is same words, but different pronunciation and meaning. It so confusing and

somehow find that very hard to explain. Because of all this difficulty, as a educator, we

try find different way to teach or deliver in the interest way. So, active learning is

important in the lesson.

Active learning and strategies are related, these are the two important tools to develop

communication of second language. .According to Macdonald (1965) and Eisner (1967),

the objective to develop student’s mindset is important, active learning strategies is the

process to combine and changes students thinking. Hence, strategic learning becomes

the basic planning during the lesson. (Clark and Yinger 1979: 237). Nowadays, students

are active and creative due to too explore to the technology like phone and computer.
Can said that most of the kids have hand phone to surf, whenever they know, or

whatever they don’t know, they will go to phone. If ask them to read from the textbook, it

not working anymore. To create understanding of students, classroom learning is very

important. Many of teacher or parent will said that nowadays students feel boring when

come to school, but actually that boredom wont effect best students results. If the

students study hard, to get good results in the school then they won’t feel bored. In the

1980s and 1990s, education researchers realize that the lower results or marks

students get, the more they feel bored and don’t want to study, and stop their education

life. (Blumenfeld et al., 1991). That so many teenagers start to working instead finish

their school life. Researcher also realized that some good behavior students also

getting bored with the school life even they got better results. (Csikszentmihalyi,

Rathunde,& Whalen, 1993). By about 1990, the problems become serious because

getting more students don’t like to studies. In fact the problem not from students itself, it

is from the system of the school. Obviously the system has to be change and make

students back to school and interest to studies. Too sad to heard young children don’t

want to study and just go out and work, it a bad example for next generation. If

education dint change, our next generation will getting worst they not going to school

and study anymore.

Assessment, by definition, is a means of estimating the quality or value of something.

Enforcing assessment is a good way to evaluate a students and feedback towards a

teacher to improving teaching curriculum development, and institutions for the purpose

of public relations, resource allocation, and accreditation. This panel is examined

students learning outcome through different assessment. The learning outcome is the
result to prove or feedback to a teacher whether they have a right or propel teaching

lesson to achieve the objective of learning. Through this assessment, that they way to

have changes in teaching and change the mindset of a teacher as well as students.

(Cave, L., Johnson, A., Lange, S., & Lupo, L. 2006).To assess students can’t be ‘old

fashion’ way anymore. Dietetic way will not attract any of kids anymore; they think learn

from internet much better, so assessment is another strategic to make lesson better and

students have better understanding of Chinese. Also by about 1990, college students’

knowledge shown that their secondary level knowledge is not ideal, even the best score

students also, the knowledge is not as expected. (Gardner,1991). Educators still face

these critical problems today. Same as the primary students, compare to last time the

syllabus become simpler. As educator, this situation is not healthy and need to improve

the knowledge of students. Researcher was try out a few active learning strategies and

assessment, hopefully can see a different results. Somehow changing assessment

involving political, they set up group to discuss many different aspects of assessment,

including designing measurements for classroom and program assessment as well as

some of the problems linked to assessment. (Berg, J., Hamann, K., & Long, D. 2006)

Anywhere, assessment and learning strategies will need to integrated to success the

lesson.
 Interested of students in Chinese Language.

Over 200 million children, about 20% of the total in the world, are learning English in

schools, and about 13 million young people at university. Yajun, J. (2003). But now

China is the place and most chances to learn Chinese and recently lots English people

go over there to learn. English people are no more speaking English and now they learn

Chinese. Basically, from the beginning of my teaching life, I find that Chinese is actually

not like by the kids especially non-Chinese. They always said Chinese so difficult to

write and understand. I feel so bad and don’t even know how to start teaching and

motivate them to learn as second language. However, I will not give up and start to think

what can I do to motivate students and make them interest to learn.

Chinese language is china people use to communication to each other daily basic to

achieve different things in their life like culture and beliefs. Culture can be roughly

defined as socially learned patterns of behavior and interpretive practices, in which

language plays a most important part (Duranti 1997: 49). Most of the Chinese culture

has the reason and story behind all this are related to old time China history and back to

words again.

Researcher think Chinese actually is very interesting and meaningful words. Most of the

Chinese characters actually are represent something. Besides than the Chinese

characters, traditional costume, history and cultural also very mystery to us which can’t

find out reason. Students just a kid, they curious to everything, so as a teacher if we

could find the interesting way for them or motivate them, I believe they willing to learn.

In fact, many chinese words, idioms, popular sayings, metaphors, and neologisms
(newly coined words, see section 6.1 for a detailed discussion) created from three

thousand years of China history and culture.(Sun, C. 2006). In Malaysia, Chinese

language is most common language around. As a Malaysian, very common also if we

have different races of friends, to communicate with others, we actually are encouraged

to learn Chinese. That’s the reason some students are interested to study Chinese.

However, no matter how difficult it is, motivation is the important spirit to keep students

continues to learn.

Type of active learning strategies to students

Being a teacher is not teaching also, students learning also very important. As a teacher

should guides them way to read and teacher have to support and motivate them as well

to take initiative to take the chance to learn. This is better than we force students to read,

to memories. Students memorize just because of teacher, not to themselves. After the

request of teacher, students will forget everything. That’s the different if students learn

because of themselves.

In fact active learning is one of the good methods to increase student’s interest and

them able to study efficient. This is also teacher responsible to think and then carry out

the active learning in classroom. I understand that not easy to learn foreign language,

but always have procedure to cope. However, here got some examples of active

learning that can plan into lesson. When plan a lesson, teacher need to have

differentiation work or activities. One class has different types students like visualization,

auditory and kinesthetic students. Activities need to cater for different abilities of
students as well. Hence, activities like acting, discussion, presentation and group work

is most famous activities that’s students love and make in effort to do.

Type of assessment to assess students.

Assessment is the process of gathering data. More specifically, assessment is the ways

instructors gather data about their teaching and their students’ learning (Hanna &

Dettmer, 2004). When done with classroom teaching, last part will be assessing

students. Assess students have different types. Formative and summative is the main

assessment. Formative is just small assessing like whenever finish a sub topic, then

teacher will assess understanding of students and get feedback from students. After

that teacher can improve as well while students provide comment or any suggestions.

Few months later, there will be an exam which is summative exam, assessing students

for few topics. Several assessment methods like, observation, speaking, listening, quiz,

test and presentation for collecting data from students, all of these assessment will

depends on what topic we doing.

Actually, assessment also part and puzzle of learning, some of them willing to learn and

students because of the assessment, they want to get good results and not only for

student, teacher also get the feedback and assessment is also shows the learning

outcome whether teacher achieve the objective during the lesson. Assessment will be

benefit for both groups’ people, and need to observe the condition of kids.
 Difficulty learning Chinese Language

Pronunciation is one of the difficulties for students, where one Chinese character got

four tones to read and pronounce. So after students able to recognize the words, they

must able to know and read which tone has to use or read. Different situation,

sentences will need to read different tone. Even though sometimes we write ‘han yu pin

yin’ for students, they will still confuse about that. For examples, words “睡觉” and “水

饺”, both of the han yu pin yin is “shui jiao” but one of it is read as fourth tone and

second is to as third tone. Although same han yu pin yin, but words is different and

meaning is different; “ 睡 觉 ”mean sleep and “ 水 饺 ” mean dumpling. Besides this

understand the meaning will make people confuse as well; for example “碰” is “peng”

mean touch, second meaning “碰撞” is hit or bump into , third meaning “碰钉子” mean

unlucky, fourth meaning “碰一碰运气” mean take a chance. Therefore, this is one of the

difficulties or maybe challenging that all people will face if doesn’t practice every day.

Secondly, writing is another challenge for them. Usually the students will said ‘draw’

instead of write. Chinese characters have the structures and step, you can’t just simply

write as you like even the words is look alike. Anywhere, teacher will find out if students

writing not according the step of the right strokes. Besides that, structure of Chinese

words also divided into two parts: radicals and words. If the students know Chinese

automatically they understand the radicals actually are related to meaning like “ 氵” in

Chinese mean related to water. It actually also a hint or clue to make us better

understand about the words. Another example: “主、住、注” all of the right sides is the

same strokes, and obviously their pronunciation is “zhu”, but “往” the right side also
same as above, but this words read as “wang”. Somehow words show same strokes

and thought about same pronunciation in fact there are different. Continues by 中国文化

五千年的历史， 文字的演变多得数不清。Most common is traditional and simplified

writing, Malaysian is learning simplified and Taiwan, Hong Kong still studies traditional

way of writing. As a students have to read more or have strong basic only can identified

the different, that the reason students find that Chinese very difficult.
 Methodology Review

This study was conducted in a private school in the area of Tanjung Bungah, Penang

which will be labeled in this study as a School A. Participants of this study are standard

3 and 5 students who have study Chinese subjects. The method of selecting the

participants of the study was based on the scope of the study, maturity in giving opinion

and advice from supervisors. There are six study participants selected as a whole.

There selected in purpose of one group of them is Chinese background and another

group is non-Chinese background participants. Through two different groups of

participants will have different perspective and results. Below is the detail of the

participants.

Results Examination

Participant Sex Age expected Results

Responded 1 Female 9 85(A) 87 (A)

Responded 2 Female 9 88(A) 90(A)

Responded 3 Female 9 90(A) 92(A)

Responded 4 Female 11 63 (B) 70(B)

Responded 5 Male 11 57(C+) 65(B)

Responded 6 Male 11 55(C+) 60(B)

 Research Instruments

This research is basically using three types of instrument to success the research and

gets accuracy of the result; there are interview, observation and data analysis. For data

collection, articles were coded according to all the nodes relevant to them so that, unlike

the research approach (qualitative, quantitative or mixed methods) classifications which

were considered mutually exclusive, each article was coded to any number of nodes for

data collection (and also for methodological keywords that applied). Mory, A.V.H. (2004).

Nowadays interview is the most common approach for the purpose of collect data. In

survey research interviewing, standardized questions are often posed that seek

answers that are open to quantitative procedures. The interview consist in a variety of

types from formal interviews, for example, conducted in surveys, through the Internet,

over the telephone, or in face-to-face interaction, to more informal conversations

conducted for research purposes, for example, as a part of ethnographic fieldwork.

Most qualitative interviews are semi-structured. In a semi-structured interview, the

researcher provides some structure based on her research interests and interview

guide but it also allow interviewer to add own idea and perspective. Alldred,P. &

Gillies,P(2002).
 Procedures collect data

At beginning, I was identified the question or title that I wanted to do research. Then I

discuss with peer and finally choose different background of students and I set the

target and expected marks for six of the students. After that, I start to plan the activities

and assessment or some approach that to help them during the lesson which suit for

them and the rest of the students as well. During the lesson, I started to record student’s

feedback, marks and observe them during the lesson. From all the data I collect, then

will analyze to get the results.

Secondly, after few lesson researcher required participant to write short essay to

answer the question about their opinion of Chinese and interested. Then researcher will

read through and have a discussion with the participant about that.

Lastly, interview is last stepping that researcher to collect data. Researcher did

interview 6 of the participants to know the perspective and some feedback from them.

During the interview sessions, research record participant conversation and after that

summarize and write into the project paper. Throughout the entire step, most important

is observing, observe the participant is the feedback to us.

 Data Analysis

The data analysis for this study was presented in a qualitative way to answer all the

research questions. The description and perspective of the students from the interview

that related to Chinese as second language will be presented through questions.

Question 1 : Are you interested in Chinese Language? Why?

The researcher asks to write short essay regarding the questions and state the

reason of why they like Chinese language. Participants have to describe and

write their feeling about that.

If learn Chinese Language I know the cultural detail since small I always listen to

my grandparents about their story, they actually come from china, and I love it.

(Participant 1, 9 years old)

For me, I feel Chinese is fun. Teacher let us study in comfortable way and using

different activities to teach us. (Participant 2, 9 years old)

In my opinion, I like Chinese because I find the words so mystery and the way of

read so funny sometimes and I wish to be Chinese teacher in future. (Participant

3, 9 years old)

Chinese is very hard for me when I just join standard 1here.But teacher keep

encourage and motivate me at least learn the basic words of Chinese, so I

started until now I find at least I understand the basic of Chinese Language.

(Participant 4, 11 years old)

 I think Chinese is interesting because I’m Malay students, if I able to speak and

understand Chinese I feel very proud of it because I know so many language.

(Participant 5, 11 years old)

I like to study Chinese because it is interesting, I like the history that teacher

always share with us and how the words come from the picture. I find that was

interesting for me. (Participant 6, 11 years old)

Scripts from the 6 of the participants are actually telling us that Chinese is interesting

because some of them effect by their family members and some because of the history

from china and a few of them because of the interesting lesson provided.

Question 2: Do you think Chinese is important?

For question 2, 3 and 4, researcher using interview way to get the perspective

from participants then summaries it and write as below.

We live in different cultural country, different races and have different races of

friends, if learn Chinese Language, I can talk with them and understand their

cultural. (Participant 1, 9 years old)

For me, I think is important because I would able to understand my neighbor,

most of my neighbor are Chinese, they speak mandarin, I wish to join them and

understand them. (Participant 2, 9 years old)

In my opinion, I like Chinese because all my family members able to speak and

I’m the only that weak in Chinese. So, I wish to improve myself so I able to

communicate with my grandparents well. (Participant 3, 9 years old)

 Chinese is important for me, because I wish to travel around China; it would be

great if I understand Chinese. (Participant 4, 11 years old)

I learn Chinese because wanted to communicate with friends, I got a lots of

Chinese friends. I wanted to understand them, involve in their communication.

(Participant 5, 11 years old)

I like to study Chinese because it is interesting, I like the history that teacher

always share with us and how the words come from the picture. I find that was

interesting for me. (Participant 6, 11 years old)

According the data about, research find that participant feel important is because need

to communicate with friends, family and even for a country. They want to understand

different cultural from them because they are non-Chinese. It make researcher feel so

surprise that so young kids able to think that wanted to go China and travel because the

history .

Question 3 : What type of learning that you like?

I like presentation and group work learning. I feel so easy and fun when work

with friends and present our work to students. I can learn more while I present to

friends because before I present, I’m the one who prepare so I learn from there.

(Participant 1, 9 years old)

 For me, I prefer presentation and games activities like Kahoot and Plickers.

During we study, I like presentation at least give us a chance to speak in front

people and train us. For assessment section, I like this 2 games the most,

because it is fun and excited. (Participant 2, 9 years old)

I love group work, pair learning because I feel I can learn faster and more easily

from friends. I like role play also; I like to be a teacher to teach friends. Feel so

happy to learn altogether. (Participant 3, 9 years old)

I like quiz and games activities it so excited when want to answer questions and

of course of the reward that teacher provided. (Participant 4, 11 years old)

I like presentation and group work , hands on activities, sometimes when teacher

teach a topic then will ask to bring things or ask to do craft things make us

remember. After that, we will present it during assembly, it makes me so proud

and I love it. (Participant 5, 11 years old)

I like to talk, if teacher give me a chance to present in front of friends or the

others students I will excited and willing to do so. (Participant 6, 11 years old)

A few learning strategic did mention from 6 participants, quiz, presentation, group or

pair work, hands on activities and so on. Most of them like presentation and games;

they feel so excited and challenging. In fact, interactive among students will makes

them concentrate and also engage the students, because most of the time they need
find the detail or practice before presentation. Especially non- Chinese students, they

need more effort to practice.

Question 4: What difficulty and challenge students face?

The difficulty I face will be writing, I find very difficult to remember the strokes and

the structure of writing. (Participant 1, 9 years old)

I feel hard in writing and sometimes reading because I don’t know how to write

and I can’t read without han yu pin yin. (Participant 2, 9 years old)

I feel difficult for me when writing, I not good in writing especially learn to write

new words, it takes long time to practice and learn. (Participant 3, 9 years old)

Most difficulty for me is writing and reading. Listening not so much, because

teacher will speak slowly and repeat, but writing is so challenging. I can’t write

propel words without guidance. (Participant 4, 11 years old)

I find writing and understand the word is difficult. If I can understand the words

and meaning, it will much more easy if I want to read the others story book, the

fact is I still need more practice. (Participant 5, 11 years old)

I think writing is very difficult for me, it so hard when need to write according the

step, I can’t follow and don’t understand the meaning as well. (Participant 6, 11

years old)
Language learning can divide into three parts, writing, listening and reading. Main

challenge and difficulty that most of students mention is writing, writing are difficult

because they need to remember the step and how to read. As researcher mention

before, one of the Chinese words it bring different meaning, students easily get confuse.
 Discussion

However, the efficiency of this method still needs to be improved in future. Hence,

developing active learning strategies for learning Chinese as second language in

Malaysia need to continue. The suggestions are can prepare a teaching strategies to

explain how these Chinese characters are formed according students’ abilities.

For lower abilities learner, can rely on “Han Yu Pin Yin” to help them remember and

pronounce Chinese characters. It will be helpful and learner doesn’t feel lost because at

least they can see something that they know about. In fact, han yu pin yin is just a

helping tools for the students to strong their basic, once the basic is strong when that

will be easy when they go for next level.

Beside than this, prepare teaching strategies to explain how these Chinese characters

are connected. It can through picture, video or make students to tell their own story as

long as they can remember the characters. Rely on some active learning strategies

such as visual and auditory word recognition on Chinese characters also one of the

method that I can try on. Thus, Visualization students will prefer this because seeing is

better than listening.

Actually, argue is also type of learning. Many people think that arguing interferes with

learning. But while them arguing the point they actually link into their thinking and

actually slowly become a culture. Tannen (1998) analyze that when two people arguing,

always have two opposite point representative. In these type of argumentation, we will

see that have different position. All teachers and parents have seen children engaged in
this type of argumentation, and most would probably agree that it has little to contribute

to education.

Besides that, technology should apply into learning. The last two decades have been

marks good expectation of improvement in education through technology and it is

ongoing process. True, technology is effected school students and attached with people

all the time. (see for example, Milken Family Foundation, 1999; Office of Technology

Assessment, 1995) Today the average student: computer ratio is 5:1 in American

schools (National Center for Education Statistics, 2003), and the use of technology for

student research and report preparation has become commonplace. But arguably the

educational technology community today is around the use of technology to improve

assessment. Used of technology actually help lots in School reformers, technology

enthusiasts, and even to increase interested of school students. (Bennett, 2002; CEO

Forum on Education and Technology, 2001; CoSN, 2005; Education Week, 2003).

The result from the interview, most of the students like to present and group discussion.

They prefer this way of learning and more comfortable that learns from friends. Maybe

their mindset about the same, they understand what friends talking about. Last but not

least, motivation and encouragement also needed for every single child. Nowadays,

seem like children can’t take pressure. So educator have to keep encourage when their

fail, when students have improvement we need to praise them or give a small rewards

to build students confidents.

Observation, as a primary source of data, has always been a part of natural science, but

it is not all that important. Here I refer to the philosophers' conception of observation: the
notion that the life of the experimenter is spent in the making of observations which

provide the data that test theory, or upon which theory is built. Students able to present

their work, understanding that consider assessment. Basically, assessment and

learning are attached always, not necessary need to split into two sections. During their

learning, teacher should observe and see the progress of the child. If find the child is

weak, then teacher will have another way to deliver the message to students. A few

suggestions here and hopefully it can see the different and result when try on this

strategies.
 Suggestion

From the starter of the research, researchers few aspects need to be improve. This

research was involve two different group of students, from standard 3 and standard 5 in

school A. The results is from both school instead represent everything.

After this research, a few aspects still need to improve:

First, researcher suggest need get more students to do research.The result show is

from 6 students, although the activities are for the whole class but I only interview for 6

of the students. So the result might not be so accurate.

Secondly, to improve the accuracy of results, can interview some others parents to get

different opinion and teacher as well. I believe different people have different thinking,

so it will be great it have different point of view from others teacher.

Last but not least, the instrument of research of the research can be more variety like

group interview, data collection, and questionnaire to make the date or result more

reliable.
 Conclusion

This research had achieved the objective. Students alert with the important of Chinese

language and also they like active learning and assessment during the lesson. Although

they know it is difficult to learn and face challenge while learning or to get good results,

but they won’t easily give up. In conclusion, teacher have to prepare different type of

learning strategies to help and support students to maintain their interest on learning

Chinese language.
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