The Chunks approach is widely used in foreign language teaching, particularly in EFL, to enhance students' language intuition, processing speed, and accuracy. It also helps produce more natural and precise language output. However, there is limited empirical research on its effectiveness in Chinese writing instruction, especially among Chinese learners in Indonesia. This study integrates the Chunks approach into a blended learning model, referred to as "3 Stages, 3 Methods, 4 Sessions," to examine its impact on overcoming students' difficulties in chunk usage, such as incorrect vocabulary combinations, incoherence between phrases or sentences, and inappropriate idiomatic expressions. A classroom action research design was adopted, using pre- and post-tests as research instruments. A total of 28 Indonesian students were divided into experimental and control groups. The results indicate that the experimental group showed more significant academic improvement compared to the control group. Moreover, their essays demonstrated higher quality, particularly in the accuracy and variety of chunks used. This study suggests that teachers can optimize the Chunks approach within a blended learning framework to enhance students' Chinese writing proficiency and increase student satisfaction and interest in Chinese writing courses.

Authors:
Nanda Lailatul Qadriani, Shanghai International Studies University, China
Wu Chunxiang, Shanghai International Studies University, China

About the Presenter(s)
Nanda Lailatul Qadriani is currently a PhD student at Shanghai International Studies University, China. She is also a young lecturer in the Chinese Studies program at Universitas Al Azhar Indonesia.

See this presentation on the full schedule – Thursday Schedule

Bookmark