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Orthography‐sound vs. orthography‐meaning mapping in Chinese character learning: Evidence on typing and handwriting.

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Title: Orthography‐sound vs. orthography‐meaning mapping in Chinese character learning: Evidence on typing and handwriting.
Authors: Shi, Qian1 (AUTHOR), Hu, Bo1 (AUTHOR) hubo@must.edu.mo, Zhu, Zhiyong1 (AUTHOR)
Source: Foreign Language Annals. Jun2026, Vol. 59 Issue 2, p477-499. 23p.
Subject Terms: *Handwriting, *Second language acquisition, *Orthography & spelling, *Phonics, *Teaching methods, *Foreign language education, Keyboarding, Chinese characters
Abstract: As the global population of Chinese‐as‐a‐foreign‐language learners grows, the complexity of characters remains a major barrier and a frequent cause of attrition. This study compared handwriting and typing instruction in character learning through an experiment with 28 Burmese beginners randomly assigned to handwriting or typing groups (n = 14 each) who received 40 h of instruction. The results showed that the typing group outperformed the handwriting group in character recognition and dictation, indicating that typing promotes orthography‐sound mapping and input efficiency. In contrast, the handwriting group scored higher in meaning recognition, suggesting that handwriting strengthens orthography‐meaning associations and supports deeper processing. No significant group differences emerged in meaning‐based output. Pedagogically, instructors can combine typing to support early form and sound learning, with targeted handwriting to strengthen form and meaning learning, which may ease the initial learning burden. [ABSTRACT FROM AUTHOR]
Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Orthography‐sound vs. orthography‐meaning mapping in Chinese character learning: Evidence on typing and handwriting.
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  Data: <searchLink fieldCode="AR" term="%22Shi%2C+Qian%22">Shi, Qian</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hu%2C+Bo%22">Hu, Bo</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hubo@must.edu.mo</i><br /><searchLink fieldCode="AR" term="%22Zhu%2C+Zhiyong%22">Zhu, Zhiyong</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Foreign+Language+Annals%22">Foreign Language Annals</searchLink>. Jun2026, Vol. 59 Issue 2, p477-499. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br /><searchLink fieldCode="DE" term="%22Keyboarding%22">Keyboarding</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese+characters%22">Chinese characters</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: As the global population of Chinese‐as‐a‐foreign‐language learners grows, the complexity of characters remains a major barrier and a frequent cause of attrition. This study compared handwriting and typing instruction in character learning through an experiment with 28 Burmese beginners randomly assigned to handwriting or typing groups (n = 14 each) who received 40 h of instruction. The results showed that the typing group outperformed the handwriting group in character recognition and dictation, indicating that typing promotes orthography‐sound mapping and input efficiency. In contrast, the handwriting group scored higher in meaning recognition, suggesting that handwriting strengthens orthography‐meaning associations and supports deeper processing. No significant group differences emerged in meaning‐based output. Pedagogically, instructors can combine typing to support early form and sound learning, with targeted handwriting to strengthen form and meaning learning, which may ease the initial learning burden. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Foreign Language Annals is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194580889
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1111/flan.70053
    Languages:
      – Code: eng
        Text: English
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        PageCount: 23
        StartPage: 477
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      – SubjectFull: Handwriting
        Type: general
      – SubjectFull: Second language acquisition
        Type: general
      – SubjectFull: Orthography & spelling
        Type: general
      – SubjectFull: Phonics
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Foreign language education
        Type: general
      – SubjectFull: Keyboarding
        Type: general
      – SubjectFull: Chinese characters
        Type: general
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      – TitleFull: Orthography‐sound vs. orthography‐meaning mapping in Chinese character learning: Evidence on typing and handwriting.
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            NameFull: Shi, Qian
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            NameFull: Hu, Bo
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            NameFull: Zhu, Zhiyong
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            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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