A Comparative Study of Students' Learning Achievements in Analytical Reading in a Basic Chinese Language Course: Scientific vs Traditional Approach
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Abstract
Objectives of this research are as following: 1) examining learning achievements of students enrolled in the introductory Chinese language course focusing on their analytical reading; 2) comparing learning achievements of students between a group taught by scientific teaching approaches and a group taught by conventional teaching approaches, and 3) evaluating the satisfaction of students engaging in learning activities based on scientific teaching approaches. Research samples comprised 20 students who registered in Basic Chinese Course in the first semester of the academic year 2023, chosen through purposive sampling. Then they were divided into two groups with 10 students each, one receiving scientific teaching approaches and the other conventional teaching approaches. Data collection involved lesson plans, achievement tests, evaluating analytical reading skills in Chinese language, and a questionnaire surveying satisfaction towards the scientific teaching approach. Research findings indicated that students, instructed by scientific teaching approach, demonstrated a higher level of performance overall in analytical reading in the Chinese language course, while those in the conventional teaching group achieved only scores of minimum passing criteria. Moreover, a significant difference in analytical reading between the two groups was observed at a level of 0.05, and students expressed a high satisfaction level across all aspects of the scientific teaching approach.
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