Enhancing Mandarin Proficiency in Ethnic Minority Contexts: A Comparative Study of MALL and Traditional Teaching Methods
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Abstract
Background and Aims: Language education in ethnic minority regions faces challenges such as limited resources for Mandarin teaching and students’ relatively weak language foundation. Mobile-Assisted Language Learning (MALL) has been proposed as a potential solution. This study aimed to investigate whether a MALL intervention—combining Automatic Speech Recognition (ASR) feedback with structured practice modules—could effectively improve the accuracy of Mandarin pronunciation and the fluency of oral expression among this area students.
Research Methodology: Using a post-test control experimental design, 90 students were divided into an experimental group (MALL intervention for 8 weeks) and a control group (traditional teaching). Their performance was evaluated using the National Mandarin Proficiency Test (PSC) indicators, and the results were analyzed with Jamovi.
Results: The experimental group significantly outperformed the control group in monosyllabic and polysyllabic reading accuracy (p < .001) and demonstrated moderate improvement in impromptu speaking (p < .05). No statistically significant differences were observed in extended text reading fluency, although the mean improvement on each proficiency test ranged from 3.04 to 4.13.
Conclusion: MALL technology can serve as an effective supplement to traditional instruction in resource-limited settings by improving students' Mandarin pronunciation and accuracy. Future research could provide a more comprehensive understanding of the impact of MALL by expanding the scope and duration of the survey to include variables such as motivation and self-efficacy.
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