A case study of using the Smart Board as a Chinese learning application by elementary school students

Abstract

The Smart Board is an effective tool for learning Chinese. The purpose of this study was to investigate elementary students' perception of using the Smart Board to learn the four fundamental core skills of Chinese: reading, listening, speaking, and writing. Participants (N = 172) were second to fourth graders of an elementary school. Results of the ANOVA analyses indicated that there were no significant gender differences in reading, listening, speaking, and writing for the 2nd graders as well as in reading, listening and speaking for the 3rd graders. However, male 3rd graders had a significantly (F = 7.816, p = .007) higher mean score in writing than female students, while female 4th graders showed a significantly (F = 5.597, p = .022) higher mean score in listening Chinese than their male counterparts. It is suggested that Chinese language learning activities should be tailored based on students' genders and grade levels.