Title: A case study of using the Smart Board as a Chinese learning application by elementary school students
Authors: Lih-Ching Chen Wang; Eddie T.C. Lam; Ya-Hua Chen
Addresses: Department of Curriculum and Foundations, Cleveland State University, Cleveland, OH 44115-2214, USA ' Department of Health & Human Performance, Cleveland State University, Cleveland, OH 44115-2214, USA ' Monticello Middle School, 3665 Monticello Blvd., Cleveland Heights, OH 44121, USA
Abstract: The Smart Board is an effective tool for learning Chinese. The purpose of this study was to investigate elementary students' perception of using the Smart Board to learn the four fundamental core skills of Chinese: reading, listening, speaking, and writing. Participants (N = 172) were second to fourth graders of an elementary school. Results of the ANOVA analyses indicated that there were no significant gender differences in reading, listening, speaking, and writing for the 2nd graders as well as in reading, listening and speaking for the 3rd graders. However, male 3rd graders had a significantly (F = 7.816, p = .007) higher mean score in writing than female students, while female 4th graders showed a significantly (F = 5.597, p = .022) higher mean score in listening Chinese than their male counterparts. It is suggested that Chinese language learning activities should be tailored based on students' genders and grade levels.
Keywords: language learning; instructional technology; gender differences; interactive whiteboard; Mandarin.
International Journal of Technology Enhanced Learning, 2019 Vol.11 No.1, pp.71 - 79
Available online: 03 Nov 2018 *Full-text access for editors Access for subscribers Free access Comment on this article