The Development of an Instructional Model by using Cognitive Theory and Task-based Learning Approach to Enhance the Chinese Character Writing Skill of Primary School Students DOI:

Abstract

The purposes of this study were: 1) to develop an instructional model by using cognitive theory and task-based learning approach to enhance the Chinese character writing skill of primary school students; and 2) to evaluate the quality of the instructional model. Researchers reviewed the relevant concepts related to the development of model, studied problems faced by teachers and students when teaching and learning Chinese character writing skill, and designed the model with seven stages. A combination of qualitative and quantitative methods was used in the study. Five experts in the field, ten primary school calligraphy teachers, and twenty primary school students participated in the study. The model was assessed using the Item Objective Congruence (IOC) method by the five experts, who evaluated the consistency and appropriateness of each component. The model components exhibit a high level of consistency, and the descriptions are very high. A pilot study was conducted involving fifty students who were not part of the sampling group. Statistical analysis using a paired sample t-test conducted after the pilot study revealed a t-value of 12.42, with a p-value less than 0.05, indicating a statistically significant difference. The effect size was 0.82, indicating a very large effect. Participants indicated that they prefer the model developed by integrating cognitive theory with a task-based learning approach. They can achieve higher writing skills and greater satisfaction.