Effectiveness of Computer Application in Improving Reading Skills in Chinese Language and Towards Post-Attitudes as Home-based Learning Ken Nee Chee Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia Abstract: Background: As technology continues to advance, language acquisition methodologies have increasingly been integrated into computer-assisted language learning (CALL) systems. In the context of Chinese language acquisition, characters are structured in three phases: the overall character, its components, and its strokes. Proficiency in identifying and distinguishing individual characters hinges upon understanding their structural composition. Objective: This study aims to explore the impact of a computer application on Chinese language reading skills and students' perceptions regarding the utilization of computer applications for home-based learning. Method: A total of 60 students engaged in home-based learning using a designated computer application were involved in the study. Employing a quantitative approach with a quasi-experimental design, the study assessed the effects of the intervention. Results and Conclusion: Following one month of home- based learning through computer applications, participants exhibited higher gain scores in reading skill tests, albeit the differences were not statistically significant. Students expressed a preference for and perceived greater ease in acquiring reading skills through computer applications compared to traditional methods. Furthermore, the integration of computer applications in teaching and learning processes demonstrated the potential to enhance students' motivation, interest, and confidence in language acquisition, albeit without a notable impact on attention levels. The study underscores the pedagogical promise of Computer-Assisted Language Learning (CALL) and advocates for further research endeavors in this domain. Best Evidence in Chinese Education 2024; 18(1):1875-1895. Doi: 10.15354/bece.24.or392 How to Cite: Chee, K. N. (2024). Effectiveness of computer application in improving reading skills in Chinese language and towards post-attitudes as home-based learning. Best Evidence in Chinese Education, 18(1):1875-1895. Keywords: Online learning, Student engagement, Educational technology, Learning outcomes, Remote education, Home-based Learning Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No.1, 2024 1876 About the Author: Ken Nee Chee, Ts.Dr., Department of Computing and Digital Technology, Faculty of Computing and Meta-Technology, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. E- mail: cheekennee@meta.upsi.edu.my Correspondence to: Ken Nee Chee at Universiti Pendidikan Sultan Idris in Malaysia. Conflict of Interests: None. Funding: No funding sources declared. Ethics Approval: Ethical approval is not required for this research. AI Declaration: The authors affirm that artificial intelligence did not contribute to the process of preparing the work. © 2024 Insights Publisher. All rights reserved. Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-Non Commercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher. mailto:cheekennee@meta.upsi.edu.my http://www.creativecommons.org/licenses/by-nc/4.0/ Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1877 Introduction EVELOPING strong reading skills forms the cornerstone of successful lan- guage acquisition. This is particularly true for languages like Chinese, charac- terized by its unique logographic writing system and vast vocabulary. Tradi- tional classroom settings, however, can be limited by time constraints and the sheer volume of characters students must learn. These challenges are further amplified for learners in home-based environments, where access to qualified instructors and con- sistent guidance may be limited. Additionally, the lack of peer interaction and struc- tured learning routines can hinder motivation and engagement (Wen, 2022). In recent years, educational landscapes worldwide have witnessed a surge in the adoption of technology-based learning tools. Within the realm of language acquisi- tion, Computer-Assisted Language Learning (CALL) applications have emerged as promising tools to enhance learning experiences. These interactive programs offer sev- eral advantages over traditional methods. Firstly, CALL allows for personalized learning paths. Learners can progress at their own pace, focusing on areas requiring additional attention. This is particularly beneficial for beginners in Chinese, where mastering a large number of characters is crucial (Lee & Yeung, 2020). Secondly, CALL programs often incorporate multimedia elements, including audio, video, and games, which can make learning more engaging and enjoyable (Yang & Kuo, 2020). This interactive nature has the potential to boost motivation and engagement, especially for students in a home environment where dis- tractions may be greater (Lahlali et al., 2023). The potential benefits of CALL extend beyond simply improving reading skills. Studies suggest that technology-integrated learning environments can cultivate positive learning attitudes (Parmaxi et al., 2013). The interactive nature of CALL programs, coupled with immediate feedback and rewards, can make learning more enjoyable and foster a sense of accomplishment (Nawaz, 2022). Additionally, CALL can promote self-directed learning, a valuable skill that can benefit students throughout their aca- demic careers (Zhang, 2020). Despite the growing popularity of CALL applications, research investigating their effectiveness in improving reading skills and fostering positive learning attitudes amongst students learning Chinese as a home-based language remains limited. While previous studies have explored the integration of various technologies, including CALL, mobile access, and Web 2.0 tools, into the teaching and learning of Chinese as a Second Language (CSL) (Lin et al., 2017), there is a need for more specific research on the im- pact of CALL in home settings (Gong et al., 2020). Much of the existing research fo- cuses on CSL education within China or foreign language environments (Lyu & Qi, 2020), with limited exploration of its application for heritage language learners in home environments (Lahlali et al., 2023). This study aims to address this gap by examining the impact of computer ap- plications on reading skills and learning attitudes of Year 1 students in a single primary school learning Chinese as a home-based language. By analyzing the effects of CALL- integrated teaching and learning methods, this research seeks to contribute valuable D Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1878 insights into the effectiveness of computer applications for enhancing reading skills and fostering positive attitudes towards learning Chinese in a home-based environment. Research Question 1. Is there a significant difference in Chinese character reading skill achievement as shown in gain scores between the control group and the experimental group? 2. To what extent do students perceive the use of computer applications as beneficial in their learning of Chinese? Literature Review The acquisition of strong reading skills is fundamental for successful language learning, particularly for a language like Chinese with its unique writing system and vast vocabu- lary. Mastery of Chinese characters forms the bedrock of literacy, with each character composed of radicals (components) and strokes (Wang et al., 2022). Numerous studies highlight the importance of character recognition in learning Chinese. Kai-Chee et al. (2018) suggests prioritizing character recognition for beginners, while Hsu (2022) em- phasizes the link between character recognition skills and overall reading competency. Similarly, Zhang et al. (2021) underlines the importance of understanding character structure for young learners. However, memorizing individual characters can be a daunting task. Wang et al. (2021) suggested that focusing on the relationship between components within charac- ters can be more effective. Focusing on the relationship between components within characters can be more effective in fostering orthographic awareness, the ability to infer meaning and pronunciation based on character structure. Studies have shown that Chi- nese characters are often composed of subcharacter components that are semantically informative, and the internal semantic features of these components can provide addi- tional information for character representation (Wang et al., 2021). By decomposing Chinese characters into components and modeling them as a graph structure, the azi- muth relationship among subcharacter components can be preserved, allowing for the explicit modeling of component-level internal semantic features (Leong et al., 2019). Additionally, an improved statistical structure modeling method has been proposed to pick up all meaningful components in a character, effectively reflecting stroke relations and measuring the importance of relationships (Yu et al., 2012). These approaches can help learners develop the ability to recognize and understand Chinese characters more effectively (Xu, 2017; Lee et al., 2011). As students develop metalinguistic awareness, their understanding of characters becomes more nuanced, leading to improved efficien- cy (Jiang, 2006). Computer-assisted language learning (CALL) applications have the potential to support these learning approaches effectively. Despite the promise of CALL, the majority of existing research focuses on in- dividual character memorization through drills and exercises based on shape, stroke order, and meaning (Chuang & Ku, 2011). This approach falls short of exploiting the full potential of CALL in fostering deeper understanding of character structure. While a significant body of research investigates the use of technology for lan- guage learning, the focus is often on English vocabulary development (Shadiev & Yang, Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1879 2020). Studies specifically exploring the use of ICT in Mandarin Chinese learning and teaching remain relatively scarce. Shadiev et al. (2017) found that research on using ICT for Chinese learning lagged behind that for English by a factor of 10, despite these languages being the world’s most spoken (Ghanizadeh et al., 2015). This highlights the need for further research on technology-aided Chinese language learning. Previous studies have documented several benefits of CALL and CAI (Com- puter-Assisted Instruction). Current instructional technology can personalize learning experiences, catering to individual student needs (Shemshack et al., 2021). Numerous studies have explored the effectiveness of computer-assisted instruction (CAI) in im- proving Chinese reading skills. One study found that CAI can be an effective means of addressing literacy deficits and achievement gaps, with kindergarten students who used a computer-adaptive reading program scoring significantly higher than those who used it less (Nini & Kong, 2021). Another study conducted a quasi-experimental research and found that the use of smartphone applications in teaching Chinese language reading skills improved students’ reading ability and motivation (Shamir et al., 2023). Addi- tionally, a longitudinal study demonstrated that the use of an adaptive CAI program had a lasting impact on young students’ literacy skills, with students who used the program outperforming those who did not, even one to two years after they stopped using it (Chee et al., 2017). These findings suggest that CAI, including computer-adaptive pro- grams and smartphone applications, can be effective tools for improving Chinese read- ing skills. Similar positive effects of CAI on young readers have been reported by other studies (e.g., Cassady & Smith 2004, 2005; Hecht & Close 2002; Macaruso et al. 2006; van Daal & Reitsma 2000; Cheung & Slavin, 2011, Macaruso & Rodman, 2011). Addi- tionally, text-to-speech technology has been shown to benefit struggling readers by promoting reading fluency and comprehension (Elkind et al., 1993; Leong 1995; Lundberg & Olofsson 1993; Elkind & Elkind, 2007). Researchers have also explored the potential of CAI programs in directly improving reading comprehension strategies (e.g., Kim et al., 2006; MacArthur & Haynes 1995). Furthermore, CALL has been shown to be particularly effective in the teaching of Chinese as a Second Language. The unified competition model suggests that opti- mizing training schemes can enhance L2 learning by fostering various protective factors Zhang & MacWhinney, 2023). In one study, training with familiar stimuli from the textbook and unfamiliar stimuli from novelty design were administered to two groups of learners. The results showed that training with novelty stimuli led to greater im- provement for intermediate learners, while training with familiar stimuli was more ef- fective for beginning learners (Kan & Loh, 2022). Another study used drama conven- tions, such as still image and reader’s theater, to teach Chinese literature to CAL stu- dents. The findings indicated that students gained a deeper understanding of the text and could evaluate the behaviours of the characters critically (Zhang, 2022). Additionally, a study explored the usefulness of CALL-based communication in conjunction with in- struction on learners’ L2 pragmatic development. The findings demonstrated that CALL coupled with teaching intervention had a long-term impact on learners’ pragmatic de- velopment (Li, 2020). Motivation and interaction with the target language are crucial aspects of suc- cessful language learning programs (Narayana, 2023). Studies by Zhang and Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1880 MacWhinney (2023) demonstrated positive learner attitudes and improved vocabulary acquisition in CALL environments compared to traditional methods. Research focused on computer-assisted language learning (CALL) in Chinese reading instruction has yielded positive results. Studies have identified effective prac- tices for CALL reading instruction, including the use of eye-tracking techniques to un- derstand the cognitive mechanisms underlying Chinese reading (Ke, 2020). Additional- ly, the use of a computer aided Chinese reading platform has been found to promote teaching strategies and improve students’ core literacy in Chinese courses (Zhang et al., 2022). These findings highlight the potential of CALL in enhancing reading instruction and literacy development in Chinese as an additional language. However, it is important to acknowledge that effective CALL implementation necessitates a multifaceted approach. Firstly, CALL programs must cater to diverse learning needs through differentiated instruction. Gamification can engage beginners, while advanced learners benefit from advanced analysis tools and authentic materials (Chua et al., 2021). Secondly, Teacher training is crucial for successful integration of technology in Chinese language teaching. It ensures that computer-assisted language learning (CALL) supplements, rather than replaces, traditional teaching methods. Data analysis from CALL programs can personalize instruction and identify areas for target- ed support (Anqi & Yanqun, 2022). Effective teacher training models are needed to develop the essential competencies of Chinese as a Foreign Language (CFL) teaching excellence (Bai, 2022). Teachers should be treated as complete human beings and be prepared for learning, attach importance to professional writing, and build a learning community (Meng, 2020). Integration of content and language learning in teaching Chinese culture to English majors requires strategic planning and reflective evaluation. It enhances language learning and content acquisition, providing learners with a mean- ingful context (Saisai, 2023). Primary and secondary Chinese language teachers have training needs in skills involving Chinese script, oral skills, teaching exceptional stu- dents, composition writing, ICT and media for teaching, and alternative pedagogies. Students’ main difficulties include word recognition, lack of interest/positive atti- tude/confidence, and Hanyu Pinyin (Soh, 2016). Finally, a balance between screen time and traditional activities is crucial. CALL programs should complement activities like discussions and character practice, potentially by providing discussion prompts or digi- tal writing opportunities. This thoughtful integration of CALL fosters a dynamic learn- ing environment that enhances student motivation, personalizes learning, and ultimately deepens understanding and appreciation of the Chinese language (Arundell et al., 2022). The challenges faced by learners in home-based environments further strength- en the case for CALL in Chinese language acquisition. Limited access to qualified in- structors and consistent guidance can hinder progress (Tang et al., 2021). Additionally, the lack of peer interaction and structured learning routines can negatively impact moti- vation and engagement. CALL applications have the potential to address these challenges. Firstly, CALL programs offer a structured learning environment that can supplement the lack of formal instruction in home settings. Secondly, the interactive and engaging nature of CALL can help to maintain motivation and make learning more enjoyable, particularly for students who may struggle with distractions in a home environment (Zhang, 2022). Thirdly, some CALL programs incorporate elements of social interaction, allowing stu- Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1881 dents to connect with peers and instructors virtually, fostering a sense of community and collaboration. While research on CALL has yielded promising results, there is a significant gap in the literature exploring its effectiveness in improving reading skills and fostering positive attitudes amongst students learning Chinese as a home-based language. The majority of studies focuses on CALL in classroom settings or explores English lan- guage learning (Shadiev & Yang, 2020). Furthermore, existing research on CALL for Chinese language acquisition often emphasizes character memorization drills rather than fostering a deeper understanding of character structure (Chuang & Ku, 2011). This present study aims to address this gap in the literature by examining the impact of CALL on reading skills and learning attitudes of Year 1 students in a single primary school learning Chinese as a home-based language. By analyzing the effects of CALL-integrated teaching and learning methods, this research seeks to contribute valu- able insights into the effectiveness of computer applications for enhancing reading skills and fostering positive attitudes towards learning Chinese in a home-based environment. Method Research Design This quantitative investigation adopted a quasi-experimental design to examine the ef- fectiveness of computer software in enhancing Chinese language reading proficiency among primary school students. The primary aim was to evaluate the impact of digital tools on language acquisition, specifically assessing how an application designed to facilitate Chinese reading skills influences students’ learning outcomes. To achieve this, the study utilized a structured quantitative questionnaire to gather data on students’ per- ceptions and engagement levels with the computer application dedicated to improving their reading capabilities. To ensure the validity of the findings, the research meticulously controlled for extraneous variables that could potentially affect the results, such as differences in teaching personnel, educational environment, and instructional materials. This control was achieved by maintaining uniformity in key aspects of the educational setting, in- cluding the employment of a single educator, the use of a consistent curriculum, and the operation within the same school premises for both the experimental and control groups. The experiment delineated two homogenous groups of students: the treatment group, which received instruction through remote learning sessions facilitated by the ‘Learn Chinese Mandarin’ software as illustrated in Figure 1, and the control group, which was taught using conventional methodologies, specifically through the deployment of PowerPoint presentations for remote education. This quasi-experimental research was conducted within two classes at the same elementary school, with class selection being randomized to ensure methodological ri- gor. In the conventional instructional approach, detailed guidance on utilizing Power- Point presentations was provided. Conversely, the experimental teaching strategy show- cased the integration of a computer application ‘Learn Chinese 2008’ as illustrated in Figure 2, highlighting a novel approach to language instruction. A singular educator supervised both groups, ensuring consistency in educational delivery. The curriculum Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1882 Figure 1. Learn Chinese 2008 Computer App’s Interface. Figure 2. Student Was Using Their Computer Application during the Study Was Carried Out. Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1883 was divided equally, allocating two sessions per week to traditional teaching methods and two sessions to the exploration of computer application-enhanced learning strate- gies, all within the framework of a home-based learning model. Sampling In the present investigation, the researchers employed a convenience sampling strategy for the selection of the sample, a method often adopted owing to limitations related to time, resources, and financial constraints. The research participants consisted of 60 first-grade students from Malaysia, with 30 students in the control group and 30 in the experimental group. These students were selected based on their enrollment in Chinese language classes, ensuring a uniform baseline of language proficiency prior to the inter- vention. Consequently, the representativeness of the selected sample in accurately mir- roring the broader population characteristics is compromised. The scope of the study was confined to a singular elementary educational institution located in Jenjarom, Se- langor, Malaysia. Therefore, the aggregate number of respondents encompassed within this study amounted to sixty pupils, distributed evenly between a control group and an experimental group, each comprising thirty students. Instrument In the present study, the methodological approach involved the utilization of both a test and a questionnaire as primary instruments for data collection. Initially, an oral pretest comprising 30 questions was conducted to establish baseline data prior to the initiation of the experimental intervention. This pretest was designed to assess the subjects’ com- petencies relevant to the study’s focus. Upon the conclusion of the intervention period, an oral post-test was administered, featuring questions randomly selected from the ini- tial pretest to evaluate the efficacy of the therapeutic intervention. Individual assess- ments of reading proficiency were conducted by an educator for each participant, with a designated duration of 20 minutes per assessment. Subsequent to a one-month period of the investigation, both control and exper- imental groups were presented with a questionnaire employing a four-point Likert scale to measure their perceptions and attitudes towards the intervention. The Likert scale ranged from 4 (“strongly agree”) to 1 (“strongly disagree”), enabling a nuanced analysis of participant responses in relation to the study’s outcomes following the disclosure of test results. This methodological framework was carefully selected to ensure the relia- bility and validity of the data collected, facilitating a comprehensive understanding of the intervention’s impact on the participants. Pilot Study The study used a self-developed test and questionnaire, both rigorously designed for validity and reliability. Test items derived from curriculum objectives were reviewed by experts, pilot-tested, and statistically analyzed, with revisions made based on item dis- crimination and difficulty. Cronbach’s alpha assessed internal consistency. The ques- tionnaire development included a literature review to identify relevant constructs, re- Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1884 finement by educational psychologists and teachers, pilot testing, and feedback collec- tion. Factor analysis confirmed construct validity, and Cronbach’s alpha assessed relia- bility. These steps ensured the instruments were robust and valid for measuring the in- tended constructs. To ensure the relevance and alignment of the research questions with the objec- tives of the study, the researchers administered questionnaires to seasoned lecturers for evaluation, thereby assessing the content validity of the instrument. Furthermore, to ascertain the reliability of the instrument, the researchers conducted an analysis of its Cronbach’s Alpha value, which was found to be 0.669. It is noteworthy that according to Hatcher and Stepanski (1994), Cronbach’s Alpha values as low as 0.66 are deemed acceptable within the realm of social sciences. Procedure The procedure of the study is meticulously structured to assess the impact of integrating computer applications in enhancing Chinese reading skills among participants. Initially, participants are subjected to a pretest consisting of 30 questions in Chinese (detailed in Appendix A) to evaluate their baseline reading proficiency. Subsequently, they engage with 30 vocabulary items from the Year 1 Chinese Language syllabus, during which educators meticulously record each participant’s ability to accurately read and write the given vocabulary. Following the intervention, a post-test comprising randomly ordered question is administered to measure the effectiveness of the treatment. Educators then analyze the data to develop a formula aimed at assessing the feasibility of incorporating computer apps in teaching Chinese characters to improve reading skills. Additionally, participants complete a 10-question questionnaire to capture their perceptions and inter- est in using computer programs for reading enhancement. The final step involves a thorough evaluation of questionnaire responses by educators, aimed at drawing conclu- sions about the participants’ attitudes and interests towards the utilization of computer applications as a supportive tool in developing reading skills, thereby providing valua- ble insights into the pedagogical approach. The data collection was subject to rigorous analysis employing both frequency and percentage methodologies. The analytical procedures commenced with the admin- istration of a preliminary test designed to evaluate any performance disparities between two distinct cohorts: the treatment group and the control group. This initial phase in- cluded a pretest wherein students were tasked with answering questions pertinent to the instructional content prior to the commencement of the teaching sessions. Utilizing the Mann-Whitney U test to assess the outcomes of the oral pretest, the findings indicated no substantial variance between the groups (U = 450.000, p = 1.000). The experimental group demonstrated a median score of 7 with a range of 7, contrasted with the control group’s median score of 8 and a range of 6. Consequently, the inference drawn was that student performance between the two classes did not significantly differ. Subsequent analysis aimed at discerning the differential impact on achievement attributable to the two pedagogical strategies post-intervention. Owing to the non- normal distribution of gain scores within the control group and a breach of Levene’s test assumption concerning homogeneity of variances—F(1,58) = .00, p = 1.00—a non- Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1885 parametric approach was necessitated, thus the Mann-Whitney U test was once again employed to evaluate the disparities in scores between the pre- and post-tests. In addition to these methods, a questionnaire was disseminated to amass data pertinent to the investigation. Prior to the analytical phase, the questionnaire underwent a validation process through a pilot study and was critically assessed by two subject matter experts to ascertain both its reliability and its alignment with the research objec- tives. The analysis of the questionnaire data was conducted using descriptive statisti- cal techniques, with a focus on frequency, percentage, and median scores. The purpose was to evaluate the effectiveness of integrating computer programs into teaching and learning processes, specifically to enhance reading skills. For the data analysis, both SPSS version 26.0 and Microsoft Excel were utilized, facilitating a comprehensive ex- amination of the data collected for the study. Result In the pretest and posttest phases of the study, ten vocabulary items in Chinese were employed to evaluate the participants’ performance in examinations. This evaluation involved tabulating the count of items each participant correctly answered within each group, followed by an assessment to ascertain if there were statistically significant me- dian differences through the application of the Mann-Whitney U Test. The application of the Shapiro-Wilk test for normality on the achievement scores of the control group yielded a value of 0.001, leading to the rejection of the hypothesis that the dataset fol- lows a normal distribution. Conversely, this study also incorporated a questionnaire designed to gauge the perspectives of students by soliciting their responses to ten inquiries. The primary aim of this segment was to explore the impact of computer applications on the enhancement of students’ reading proficiency in Chinese. The questionnaire items were rated on a four-point Likert scale ranging from “strongly agree” to “strongly disagree” to measure the respondents’ reading aptitude for texts in Chinese. The research methodology uti- lized median scores, frequency counts, and percentage distributions to analyze the in- fluence of the respondents’ interest levels and their perceptions regarding the efficacy of computer applications on their proficiency in reading Chinese language materials as indicated by their responses to the questionnaire items. Differences of Gain Score between Experimental Group and Control Group in Achievement Test The Mann-Whitney U test was used to compare the median for the procurement of teaching reading Chinese using a computer program to the traditional way (see Table 1). The Mann-Whitney test revealed that the experimental group mastered reading Chinese at a greater rate (Mdn = 21.00) than the control group (Mdn = 15.00), U = 450.0, p = 1.000. However, this result indicates that there are no significant differences in reading achievement scores between the control and experimental groups in the Chinese lan- guage as indicated in Figure 3 where the experimental group’s flagship has a higher Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1886 Table 1: Analysis of Mann Whitney Test on Gain Score for Experimental Group and Control Group in Achievement Test. Group N Median U Z P-value Control 30 15.00 450.0 0.000 1.000 Experimental 30 21.00 Significant *p < 0.05. Figure 3. Boxplot Shows Comparison for Gain Score between Control Group and the Experimental. median than the control group. In any case, the null hypothesis cannot be rejected: there are no significant changes in the median student accomplishment scores in Chinese reading skills between students subjected to computer-assisted instruction and students exposed to traditional instruction. To clarify, the results suggest that there are few dif- ferences in gain score between the two groups, indicating that using a computer applica- tion that runs at home has no effect on students’ reading competency in Chinese vocab- ulary when compared to a control group that received no intervention from the comput- er application. Difference in Learning Attitudes between Groups Item 1 examines the level of interest in Chinese culture among respondents. The find- ings show that 80 percent of both the control (24 respondents) and experimental (27 respondents) groups strongly agree (scale 4) with a keen interest in Chinese culture. This outcome suggests an enhanced interest in Chinese language subjects among the Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1887 experimental group participants, attributable to their engagement with the computer program. Item 2 assesses the readiness of respondents to learn Chinese subjects. A nota- ble difference was observed, with 20 percent (6 respondents) in the control group and approximately 21 percent (21 respondents) in the experimental group selecting “highly agree” (scale 4). This indicates a significant increase, exceeding 15 individuals, in the experimental group’s readiness to learn Chinese, likely as a consequence of their inter- action with computer programs. Item 3 concerns the level of attention devoted during Chinese language instruc- tion. Sixty percent (18 respondents) of the control group and a slightly higher propor- tion in the experimental group (21 respondents) chose “highly agree” (scale 4). Con- versely, a lower level of agreement (scale 3) was noted among 40 percent of the control group and none in the experimental group, with a few experimental respondents (6 in- dividuals) selecting “disagree” (scale 2). This suggests a potential increase in inatten- tiveness among students during Chinese lessons when computer programs are used. Item 4 explores the satisfaction derived from independently solving Chinese- related problems. An increase of six respondents in the experimental group selecting “strongly agree” (scale 4) compared to the control group indicates that computer- assisted teaching and learning methods enhance students’ satisfaction and their ability to develop proficiency in reading Chinese. Item 5 addresses the review of previously taught Chinese concepts. A signifi- cant increase, with 15 additional respondents in the experimental group selecting “strongly agree” (scale 4), indicates a higher willingness and autonomy in reviewing Chinese concepts among students exposed to computer applications. Item 6 investigates the frequency of inquiries about Chinese language chal- lenges with teachers and peers. The data show that 50 percent of the control group (15 respondents) and a slightly higher proportion in the experimental group (18 respondents) strongly agree (scale 4) with engaging in such inquiries, suggesting that students in the experimental group are more proactive in seeking help. Item 7 evaluates the extent to which students feel unafraid and not bored with Chinese subjects. Ninety percent of respondents in both control (27 respondents) and experimental (30 respondents) groups strongly agree (scale 4), highlighting a significant improvement and the effectiveness of the innovative instructional method in increasing interest and engagement through interactivity. Item 8 investigates participants’ attitudes towards learning Chinese, specifical- ly regarding its perceived ease of comprehension. The experimental group, with an ad- dition of three participants over the control group, displayed a marked improvement in positive reactions towards the language. This enhancement in positive sentiment under- scores the efficacy of the intervention in fostering favorable attitudes towards Chinese. Item 9 addresses individuals’ confidence levels in engaging in verbal commu- nication in Chinese. Again, the experimental group saw an increase of three participants compared to the control group, suggesting that innovative educational methods can sig- nificantly bolster learners’ confidence in speaking Chinese. Item 10 delves into the participants’ self-assessment of life achievements in correlation with their proficiency in Chinese. A striking 90 percent of the control group (27 respondents) strongly agreed with feeling successful due to their Chinese language Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1888 Table 2: Mean Comparison Based on Students’ Perceptions of Reading Skills of Chinese Language Subjects for the control and Experimental groups. Number Questionnaire Item Mean of Con- trol Group Mean of Experimental Group 1 I am very interested in the Chinese Subject. 3.8 3.9 2 My reading skill in Chinese had been increased. 3.1 3.5 3 I pay full attention during Chinese Subject class. 3.6 3.5 4 I feel excited when I can read the Chinese language correctly by myself. 3.6 3.9 5 I continually revise the topic in the Chinese language class that had been taught. 3.1 3.6 6 I always ask the question to teacher and friend when I came across difficulty reading the Chinese language. 3.2 3.6 7 I feel not so fear and not so fast boring towards Chinese subject. 3.8 4.0 8 I feel that Chinese subject is a subject that is not too difficult to understand and read. 3.5 3.6 9 I am confident when I communicate or verse in the Chinese language. 3.5 3.6 10 I think I will see success in my life if I can verse in the Chinese language skillfully. 3.8 4.0 Figure 4. Mean Comparison Based on Students’ Perceptions of Reading Skills of Chinese Language Subjects for the Control and Experimental Groups. Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1889 skills, as indicated by their selection of scale 4. Conversely, this sentiment was unani- mously shared by all thirty participants in the experimental group, indicating a height- ened sense of accomplishment post-intervention among those proficient in Chinese. The analysis also categorizes various items based on the psychological con- structs they pertain to. Items 2, 4, 5, and 6 are linked to motivation, while Items 1, 7, and 8 are associated with interest. Furthermore, Items 9 and 10 are identified with con- fidence, and Item 3 is related to attention. Notably, the experimental group’s average scores for perceptions on the efficacy of computer-assisted instruction in enhancing Chinese reading proficiency are above 3.0. Table 4.2, which contrasts the mean scores for each item from both groups’ perceptions on Chinese reading skills, reveals that the experimental group consistently outperforms the control group across most metrics, with the exception of Item 3, where the control group scored marginally higher. The comparative analysis based on Table 2 and Figure 4 demonstrates that the integration of computer applications in Chinese language learning generally enhances students’ perceptions of their reading skills and attitudes towards the subject. The ex- perimental group consistently outperforms the control group across most metrics, ex- cept for attention levels during class. This suggests that while computer applications are effective in improving motivation, confidence, and engagement, attention span remains an area for further investigation and improvement. Overall, the use of computer applica- tions appears to be a valuable tool in enhancing the learning experience and outcomes for students in Chinese language education. Discussion The integration of computer applications in language acquisition has been a subject of considerable interest, particularly in the context of Chinese language learning. This study aimed to investigate the effectiveness of such applications in enhancing reading skills and fostering positive learning attitudes among primary school students engaged in home-based learning. Impact on Reading Skills The results of the study indicate that while there was an improvement in the reading skills of students who used the computer application, the differences in gain scores be- tween the control and experimental groups were not statistically significant. This find- ing aligns with previous research, which suggests that while technology can enhance learning experiences, the extent of its impact may vary depending on several factors, including the design and implementation of the application, the learners’ initial profi- ciency levels, and the overall learning environment (Shadiev & Yang, 2020). However, the qualitative feedback from students highlighted a preference for computer-assisted learning over traditional methods. This preference can be attributed to the interactive and engaging nature of CALL applications, which often incorporate multimedia elements such as audio, video, and games, making the learning process more enjoyable and stimulating (Xue, 2022). The ability to progress at one’s own pace and receive immediate feedback also contributed to a more personalized and effective learning experience (Lee & Yeung, 2020). Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1890 Student Perceptions and Attitudes The study found that students generally had positive attitudes towards using computer applications for learning Chinese. They reported greater ease and enjoyment in acquir- ing reading skills through these digital tools compared to conventional methods. This is consistent with the findings of Parmaxi et al. (2013), who noted that technology- integrated learning environments could enhance students’ motivation and engagement. The immediate feedback and rewards provided by CALL programs can foster a sense of accomplishment and encourage self-directed learning (Nawaz, 2022). Motivation and Engagement One of the significant benefits of CALL highlighted in the study is its potential to main- tain student motivation and engagement, particularly in home-based learning environ- ments where distractions are prevalent. The structured and interactive nature of CALL applications helps to create a more engaging learning experience, which is crucial for maintaining students’ interest and focus (Lahlali et al., 2023). Furthermore, the ability to connect with peers and instructors virtually through some CALL programs can miti- gate the lack of peer interaction and foster a sense of community and collaboration, which is often missing in home-based learning settings (Zhang, 2022). Challenges and Considerations Despite the positive outcomes, the study also underscores the challenges associated with implementing CALL in home-based learning environments. Limited access to qualified instructors and consistent guidance can hinder the effectiveness of technology- based learning tools (Tang et al., 2021). Additionally, the success of CALL depends heavily on the quality of the application and the extent to which it aligns with educa- tional objectives and students’ learning needs (Chuang & Ku, 2011). Teacher training is another critical factor for successful CALL integration. Ed- ucators need to be well-versed in both the technical and pedagogical aspects of using technology in language instruction to ensure that CALL supplements rather than replac- es traditional teaching methods (Bai, 2022). Effective teacher training models are essen- tial for developing the competencies required for integrating CALL into the curriculum and for using data from CALL programs to personalize instruction and identify areas for targeted support (Anqi & Yanqun, 2022). Future Research Directions The findings of this study highlight the need for further research to explore the long- term impact of CALL on reading skills and learning attitudes. Future studies could fo- cus on larger and more diverse samples to enhance the generalizability of the results. Additionally, research could investigate the specific features of CALL applications that are most effective in promoting language acquisition and how these tools can be opti- mized for different learning contexts. Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1891 There is also a need to explore the potential of CALL in fostering deeper un- derstanding of character structure, rather than merely focusing on memorization drills. Approaches that incorporate semantic and orthographic awareness could be more effec- tive in developing comprehensive reading skills (Wang et al., 2021). Conclusion This study explored the effectiveness of a computer application in improving reading skills in Chinese language among primary school students engaged in home-based learning. The quasi-experimental design involving 60 students revealed insights into both the potential and limitations of using technology in language education. Firstly, while the improvement in reading skills among students using the com- puter application was observed, the difference in gain scores between the experimental and control groups was not statistically significant. This finding suggests that while computer-assisted language learning (CALL) applications can support learning, their impact may vary and is influenced by several factors including the design of the appli- cation, initial proficiency levels of the students, and the learning environment. Secondly, the qualitative feedback from students indicated a clear preference for computer-assisted learning over traditional methods. Students found the CALL ap- plication engaging and enjoyable, highlighting the benefits of multimedia elements and interactive features that make learning more stimulating and personalized. This aligns with existing literature suggesting that technology can enhance motivation and engage- ment in learning. Furthermore, the study demonstrated that CALL applications have the potential to foster positive learning attitudes. Students reported greater ease and enjoyment in acquiring reading skills through digital tools, underscoring the role of technology in creating a more engaging learning experience. This is particularly significant in home- based learning environments where maintaining motivation and focus can be challeng- ing. Despite these positive outcomes, the study also highlighted several challenges. The effectiveness of CALL is contingent on the quality of the application and its align- ment with educational objectives. Additionally, limited access to qualified instructors and consistent guidance can impede the success of technology-based learning tools. Teacher training emerged as a critical factor for effective CALL integration, emphasiz- ing the need for educators to be proficient in both the technical and pedagogical aspects of using technology in language instruction. In conclusion, while the integration of computer applications in Chinese lan- guage learning shows promise, it is essential to address the challenges associated with their implementation. The study underscores the importance of high-quality application design, teacher training, and alignment with educational objectives. Further research is needed to explore the long-term impact of CALL on reading skills and learning atti- tudes, and to identify the most effective features of these applications. By addressing these areas, the potential of CALL to enhance language learning can be fully realized, providing a valuable tool for educators and students alike. Chee. (Malaysia). Computer Application in Improving Reading Skills in Chinese. BECE, Vol.18, No. 1, 2024 1892 References Anqi, X., Yanqun, Z. (2023). International Chinese Language Education Online Teacher Training Program and Prac- tice. In: Hong, W., Weng, Y. (eds) Computer Science and Education. ICCSE 2022. 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BECE, Vol.18, No. 1, 2024 1896 Appendix A Chinese Vocabulary Reading Test (Pre-test & Post-test) No. Vocabulary Able to read Bil Vocabulary Unable to read 1 用 16 重 2 朋 17 侯 3 明 18 猴 4 晴 19 主 5 睛 20 住 6 蓝 21 往 7 篮 22 今 8 鸟 23 令 9 鸡 24 铃 10 鸭 25 零 11 鹅 26 邻 12 告 27 己 13 休 28 已 14 体 29 该 15 量 30 孩 Total Correct Reading Answer= / 30 AR-Chee-BECE_Title-September_2024 AR-Chee_BECE-Maintext-September2024