Effective visual instructions for Chinese characters learning: The specific case of learning Chinese semantic radicals by non-specialist beginners

Learning Chinese as a second language (L2) is important for the global economy, culture and education in the future. The acquisition of thousands of Chinese Characters (CCs) is one of the big challenges for learners. Compared to specialist learners, non-specialist learners have their particular learning situations and challenges. For example, learning Chinese is not the main work for non-specialist learners. Therefore, non-specialist learners have less time to learn and practise CCs than specialist learners do. Previous research shows benefits and difficulties of learning Semantic Radicals (SRs) for the acquisition of CCs by beginners. Therefore, this study focuses on exploring the effectiveness of Visual Instructions (VIs) for assisting in learning Chinese SRs by non-specialist learners, particularly beginners. Literature was reviewed to develop the theoretical foundation for the primary research conducted, including the knowledge of CCs and the effectiveness of VIs. An interview, an observation and a visual survey were conducted to complement the findings that emerged from the literature review and define the research question: what VIs are effective for enhancing learning CCs by non-specialist beginners? Then, five studies were conducted to examine the effectiveness of VIs in enhancing learning SRs. The first three studies were focused on exploring the VIs for Reading & Memorising SRs, the fourth study investigated the VIs for writing SRs, and the last study examined the VIs for Reading & Memorising and writing SRs. The results indicate that the VI for Reading & Memorising SRs with colour-coded integrated illustrations significantly benefits learning SRs, including memorising meanings, shapes and positions of SRs, in terms of short-term and long-term memory (at least seven days). Specifically, the VIs with colour-coded integrated illustrations significantly increases the accuracy and speed of answering questions in memory tests. The stroke-by-stroke VI for writing SRs with colour hints and arrows significantly increases the accuracy of writing SRs for short-term memory. The use of colour hints in the stroke-by-stroke VI significantly decreases the error numbers of inaccurate stroke order. The use of arrows in the stroke-by-stroke VI significantly reduces the error numbers of inaccurate stroke directions. These research-based findings are an important contribution to knowledge and inform design and research when it comes to learning SRs by non-specialist beginners.