The Process of Designing and Developing a Romanised Mandarin Web-Based Instruction on ISD Methodology for Non-Native Learners in Malaysia

Conference Paper (PDF Available) · June 2010with 12 Reads
DOI: 10.1109/ICENT.2010.5532262
Conference: 2010 International Conference on Educational and Network Technology
Abstract
One of the ways to deliver a language course on learners' demand using any computer connected to the Internet at anywhere and anytime is by developing a Web-based instruction (WBI). Besides, it can be more effective if WBI incorporates multimedia components. `A picture tells a thousand words', thus, a Mandarin WBI that includes multimedia elements will increase the effectiveness in learning Mandarin. The objective of this paper is to describe the process of designing and developing a Hanyu Pinyin (Romanised Mandarin) WBI to teach non-native learners (Malay Mandarin learners) in learning Mandarin at a Malaysian university(UiTM). The Hanyu Pinyin WBI is tailored to tackle the weaknesses and to meet the specific needs of Malay learners. Hanyu Pinyin WBI is designed on the basis of Instructional System Design (ISD) methodology. This approach involves four phases: (1) analysis and design, (2) development, (3) implementation, and (4) evaluation of the instruction.

 
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   
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          
       
         
         
      
       
      
         
       
      
       
        
     
         
      
        
       

Kwor-web-based instction;instconal stem design;
Romanised Mandan; Malay Mandan learne
 
       
       
        

    
        
 
        
      
       
       
         
      
        

 
    
  
        
         
        
  

         
 IEEE 
       
       

 
 

        
      

 
         
        


 
       
      
       
       

   
  
    

         
      
       
        
       
  
      
       
         
      
       

 
        
       
      
        
  • Chapter
    The Guru Hanyu Pinyin web-based instruction (Romanised Mandarin Web-based) is specially designed to tackle the specific needs of UiTM students. The main objective of this paper is to examine the acceptance levels of UiTM students towards the design of the instruction. It deals with suitability of content, structure of the content, the appropriateness of the language used and user-friendliness of icons. At the same time, this paper describes the economic potentials of romanised Mandarin web-based instruction in South-East Asia countries especially for non-native Mandarin learners. This research focuses on first year elementary level Mandarin students at UiTM Penang campus. A total of 28 students have been selected from two Mandarin classes to attend a 4-h self-learning session. After the lesson, a questionnaire on the design of the instruction is given to each student. The finding shows that majority of the students feel that the content of the web-based Hanyu Pinyin instruction suits their level of proficiency and well structured, most of the students also feel that the language used is appropriate and easy to understand, and they also agree that the icons of Guru Hanyu Pinyin web-based instruction is user-friendly. Learners have no difficulty in using this Guru Hanyu Pinyin web-based instruction.
  • Glossary of CBTIWBT Terms, [One-Line)". 1996 Available at
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