IDEAS home Printed from https://ideas.repec.org/a/aoj/asjoet/v10y2024i3p154-161id5886.html
   My bibliography  Save this article

An experimental study on improving reading comprehension and analytical writing skills of twelfth-grade students on lexical and collaborative learning in Chinese language courses

Author

Listed:
  • Deng Renjie
  • Suwisa Jarutkamolpong
  • Nirat Jantharajit

Abstract

This study explores the practical effects of lexical and collaborative learning on improving reading comprehension and analytical writing skills among twelfth-grade students in Chinese language classes. A sample of 30 students aged 17 to 19 was selected from a public high school in China. The Chinese Reading Comprehension Skills Test Paper (CRCSTP) and the Analytical Writing Skills Assessment Scale (AWSAS) were used to measure students' reading comprehension and analytical writing abilities before and after the experiment, employing a single-group pretest-posttest experimental design. Students' Chinese reading comprehension skills significantly improved after the experiment, with the standard deviation (SD) decreasing from 2.95 to 2.01 and the mean score (X¯) increasing from 16.67 to 18.47. The t-test indicated a substantial improvement (t(29) = -5.34, p < 0.05). Additionally, students' analytical writing abilities showed significant enhancement, with the SD decreasing from 2.34 to 1.79 and X¯ increasing from 17.2 to 20.1. The t-test demonstrated a statistically significant improvement (t(29) = -12.52, p < 0.05). These findings suggest that integrating lexical and collaborative learning into the Chinese language curriculum effectively enhances twelfth-grade students' reading comprehension and analytical writing skills.

Suggested Citation

  • Deng Renjie & Suwisa Jarutkamolpong & Nirat Jantharajit, 2024. "An experimental study on improving reading comprehension and analytical writing skills of twelfth-grade students on lexical and collaborative learning in Chinese language courses," Asian Journal of Education and Training, Asian Online Journal Publishing Group, vol. 10(3), pages 154-161.
    • Handle: RePEc:aoj:asjoet:v:10:y:2024:i:3:p:154-161:id:5886
    as

    Download full text from publisher

    File URL: http://www.asianonlinejournals.com/index.php/EDU/article/view/5886/2859
    Download Restriction: no
    ---><---

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:aoj:asjoet:v:10:y:2024:i:3:p:154-161:id:5886. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sara Lim (email available below). General contact details of provider: http://asianonlinejournals.com/index.php/EDU/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.