Author Information
Nanda Lailatul Qadriani, Shanghai International Studies University, ChinaWu Chunxiang, Shanghai International Studies University, China
Abstract
The Chunks approach is widely used in foreign language teaching, particularly in EFL, to enhance students' language intuition, processing speed, and accuracy. It also helps produce more natural and precise language output. However, there is limited empirical research on its effectiveness in Chinese writing instruction, especially among Chinese learners in Indonesia. This study integrates the chunks approach into a blended learning model, referred to as “3 Stages, 3 Methods, 4 Sessions,” to examine its impact on overcoming students' difficulties in writing, such as incorrect vocabulary combinations, incoherence between phrases or sentences, and inappropriate used of fixed-phrases. A classroom action research design was adopted, using pre- and post-tests as research instruments. A total of 28 Indonesian students were divided into experimental and control groups. The results indicate that the experimental group demonstrated more significant academic improvement compared to the control group. Furthermore, their essays exhibited higher quality, particularly in terms of the accuracy and variety of collocations and framework structures used in their writing compositions. This study suggests that teachers can effectively integrate the chunks-based approach within a blended learning framework to enhance students' Chinese writing proficiency. However, to achieve more substantial and lasting impacts, it is recommended that this approach be implemented over a longer duration of study.
Paper Information
Conference: ACEID2025Stream: Curriculum Design & Development
This paper is part of the ACEID2025 Conference Proceedings (View)
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To cite this article:
Qadriani N., & Chunxiang W. (2025) Optimizing Chinese Writing Instruction: Integrating Chunks and Blended Learning ISSN: 2189-101X – The Asian Conference on Education & International Development 2025 Official Conference Proceedings (pp. 317-332) https://doi.org/10.22492/issn.2189-101X.2025.26
To link to this article: https://doi.org/10.22492/issn.2189-101X.2025.26
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