The Implementation of Dictation (Tingxie) in Chinese Online

60 Jurnal AL-AZHAR INDONESIA SERI HUMANIORA, Vol. 8, No. 1, Maret 2023

DOI http://dx.doi.org/10.36722/sh.v8i1.1435

The Implementation of Dictation (Tingxie) in Chinese

Online Learning For Beginner-Level Students

Nanda Lailatul Qadriani

School of Chinese Studies and Exchanges, Shanghai International Studies University

Dalian West Road 550, Shanghai, China, 200083

Correspondence author: [email protected]u.cn

Abstract – Dictation (tīngxiě) is commonly applied to evaluate students' ability to master Chinese

characters. However, dictation is challenging to use in online learning because lecturers do not have full

control over the conditions around students when dictation is carried out. Students tend to think more

about a "strategic position" to putting notes during dictation than preparing and memorizing Chinese

characters. Therefore, it is necessary to adjust the types of dictation questions in online learning. This

study is a classroom action research which consists of 4 stages: planning, implementing, observation,

and reflection. Researchers designed four types of dictation questions that applied to the Writing

Proficiency course for beginner-level Chinese Language and Culture Study Program students at the

University of Al Azhar Indonesia. Research data sources from observations, questionnaires and tests.

The results showed that the design of the applied dictation question types effectively reduced the

opportunity for students to cheat during dictation. In addition, this dictation method is also effective for

practising Chinese writing skills and students' mastery of Chinese strokes and writing order.

Keywords - Chinese character; dictation; tingxie; online learning; Chinese language.

INTRODUCTION

hinese characters or hanzi ( 汉字) is the

character used in Chinese writing. Chinese

characters contain components (specifically,

phonetic and semantic radicals) carrying rich

phonological and semantic information that play

significant roles in their recognition (Leung, Lui,

Law, Fung, & Lau, 2011). Chinese characters are

written characters that combine form, sound, and

meaning ( 表意文字） (Juan, 2020). Therefore,

some Chinese characters can directly know how to

read, and the meaning contained by looking at

them. The total number of Chinese characters

summarized in the book Shuō wén jiě zì during the

Eastern Han dynasty reached 9353. In the “List of

Common Characters in Modern Chinese” issued by

the China State Language Commission, the total

number of Chinese characters is 7000. However,

the number of characters that are often used is only

3500 characters. (Commission, 2014)

In learning Chinese foreign speakers, the Chinese

character is a unique part but also quite complicated

to learn (Mengge, 2015). Chinese learners,

especially from countries that use Latin letters or

the alphabet, are unfamiliar with letters in pictures

or symbols such as Chinese characters, so they

have difficulty recognizing, memorizing, and

writing Chinese characters. At the basic level, the

teacher can provide explanations and exercises for

writing Chinese parts, for example, practice writing

strokes (笔画 bǐhuà), writing order (笔顺 bǐshùn),

components (部件) and its whole character (整字).

(Yuanyuan, 2018).

Bihua, or so-called Chinese strokes are the smallest

parts that make up a Chinese character. One

Chinese character can consist of one stroke, for

example, the character “yī”, up to dozens of

strokes, such as the character “ 龘 dá” which

consists of 51 strokes. Bishun, or writing order, is

the direction or sequence of writing stroke that

makes up a Chinese character. Writing order is very

important to be taught to students because learning

writing order can increase the ability and speed of

students to remember Chinese characters and make

Chinese characters writing more neat and beautiful.

Jurnal AL-AZHAR INDONESIA SERI HUMANIORA, Vol. 8, No. 1, Maret 2023 61

In addition, by studying writing order, students can

understand the components and characteristics of a

Chinese character and reduce the possibility of

errors in writing (Yuhua, 2019). Chinese characters

with a small number of strokes are easier to

memorize. However, the more significant the

number of strokes and components a Chinese

character must be learned, the more students often

make mistakes in writing the characters. Some

errors that usually occur are the number of strokes

that are less or more, the position of the strokes

being incorrect, or all of them being wrong.

In learning to write Chinese, dictation is one of the

essential forms of practice applied at both beginner

and advanced levels (Yonghua & Jizhou, 2014).

Dictation means “which is spoken or read aloud so

that it is written by someone else” (Bahasa, 2016).

The lecturer or teacher usually uses dictation in the

classroom by reading Chinese vocabulary or

sentences slowly and loudly. Then students write

down the Chinese characters in their exercise

books. Alternatively, it can also be done by asking

several students to come to the front of the class

and write down the Chinese characters read aloud

by the lecturer or teacher on the blackboard.

Although in practice, some students often feel

afraid and complain when facing Chinese

characters dictation, this method has been proven to

improve the ability and motivation of students to

memorize Chinese (Hongyan & Chunming, 2014).

In Chinese learning, dictation is commonly used to

evaluate and test students’ writing skills. (Muliani,

Saud, & Junaeny, 2021) research on seventh-grade

students of SMP Kalam Kudus Makassar stated that

the implementation of dictation in the classroom

made students experience an increase in mastery of

Chinese vocabulary and changes in learning

behaviour in a positive direction. (Nathania, 2020)

in her research on students of the Teng Swie Bio

Chinese Temple stated that students who were

given dictation experienced an increase in their

ability to read and recognize Chinese when

compared to students who were not. (Rahayu,

2016) in her research on class X APK SMKN 01

Turen stated that the application of dictation could

motivate students to be more motivated, happy and

active in learning Chinese vocabulary.

To prepare for dictation, students inevitably learn

and use their memorization skills to get good

grades. However, since classroom learning has

been transformed into online learning, applying

dictation has become more challenging. The main

obstacle is that the lecturer or teacher does not have

full control over the activities of the

students/students during the test, including dictation

(Qadriani, 2022). In the author's observations in

preparation for this research, some students were

caught looking at notes on books, walls, tables, or

the devices they used.

This condition reduces the effectiveness of

dictation as one of the best methods to improve

students’ memorization of Chinese characters.

Students seem to focus more on finding a “strategic

position” to put their notes down rather than

memorizing them. If this condition continues, it

will undoubtedly impair their memorization ability

and mastery of Chinese characters. Therefore, an

evaluation is needed to apply the dictation from

offline to online.

To solve this problem, we designed a dictation

question design that is specifically applied in

Chinese online classes. This study aims to test the

effectiveness of the dictation question design to

train students' skills in mastering Chinese character,

bihua and bishun, as well as reduce the possibility

of students cheating during dictation.

METHOD

The subjects of this study were 17 first-semester

students of the Chinese Language and Culture

Study Program of the University of Al Azhar

Indonesia (UAI). 13 of them (76.4%) had never

studied Chinese before entering UAI, four others

(23.6%) had studied Chinese, but their Chinese

abilities were still at the basic level.

This research is a classroom action research that

contains four stages: planning, implementing,

observation, and reflection. The research data

sources are questionnaires, tests and observation

sheets.

At the planning stage, the lecturer observes and

evaluates student learning conditions for half a

semester (7 weeks). The lecturer then prepares a

dictation design more suitable for online learning.

The dictation design is as follows.

At the implementation stage, the lecturer gave

dictation four times through virtual face-to-face

meetings. The number of Hanzi dictated is 174

characters, taken from students’ handbook: Road

62 Jurnal AL-AZHAR INDONESIA SERI HUMANIORA, Vol. 8, No. 1, Maret 2023

to Success - Lower Elementary 1, published by

Beijing Language and Culture University Press.

Figure 1. The design of dictation questions in online

learning

In the observation stage, the lecturer observes the

student's learning progress and motivation to

prepare for dictation. The lecturer analyzed the

questionnaires and students’ dictation sheets in the

reflection stage.

Before the implementation of dictation in online

learning is applied, students are first taught the

basic rules in Chinese writing, including Chinese

strokes（笔画）, writing order（笔顺）, rules for

the composition of Chinese components (汉字组织

结构) and radicals ( 部首). Students are also

introduced to several web pages or smartphone

applications that can be used for self-learning, such

as hanzi5.com, quizlet.com, and Pleco. In addition,

students have also participated in several writing

exercises and two times of general dictations.

During dictation, the lecturer reads several hanzi

aloud. Then students are asked to write down the

hanzi and pinyin the same as during face-to-face

learning.

Through observations in a virtual room during

dictation and comparing the results of dictation

with students' daily progress, it was found that

students were suspicious of looking at notes or

dictionaries, which gave rise to ideas for evaluating

and adapting the dictation design for online

learning.

The dictation design in online learning consists of

four parts. In the first type of question, students are

asked to recite the strokes (bihua) and writing order

(bishun) of the three Chinese characters (hanzi)

displayed by the lecturer. In the second type, the

lecturer asked the students to write down hanzi,

pinyin and the meaning of the vocabulary read by

the lecturer. In the third type, the lecturer reads

several hanzi, students write down bishun, the

number of bihua and pinyin. In the fourth type, the

lecturer reads the bishun of a hanzi, students are

asked to choose the most appropriate hanzi

according to the bishun they heard.

From the four types of dictation questions applied

in this study, the second and third types are usually

applied when dictating face-to-face in the

classroom. The first and fourth types of questions

are the adjustment of dictation in online learning. In

the first part, each student has to read three hanzi in

a limited time so that the student cannot see the

notes.

Literally, the first type of question does not fall into

the "hearing" and "writing" categories, which are

the basis of dictation activities. However, this

question is designed to test students' understanding

of "oral writing of bihua and bishun". If the student

does not understand the pronunciation of bihua and

its bishun, then the student may not necessarily be

able to write hanzi in the proper order. Moreover, if

students do not understand how to recite bihua and

bishun, they cannot get points on this part.

Likewise, in the fourth type of question, students

must also understand the bihua and bishun of the

hanzi dictated to choose the right hanzi.

The analysis technique in this research is

descriptive quantitative. The researcher explained

the results of the students' dictation tests in each

section by analyzing errors and combining the data

with the results obtained from questionnaires and

observations.

RESULTS AND DISCUSSION

Based on the results of the dictation carried out in

four virtual face-to-face meetings, the percentage of

correct answers are stated in Table 1.

Based on Table 1, it is known that the lowest

percentage of students' answer accuracy is in

dictation question type I: reciting bihua, then

question type III: writing hanzi, bihua, bishun and

pinyin, then question type II: writing hanzi, pinyin

and its meaning and then question type IV: writing

hanzi from recited bishun.

Dictation

design in

online

learning

I. Lecturer chooses three hanzi, and

students read the pronunciation and its

bishun.

II. Lecturer reads hanzi, and students write

hanzi, pinyin and their meanings.

III. Lecturer reads hanzi, and students

write hanzi, the number of bihua and

bishun

IV. Lecturer read bishun of a hanzi, and

students choose the hanzi in question.

Jurnal AL-AZHAR INDONESIA SERI HUMANIORA, Vol. 8, No. 1, Maret 2023 63

Table 1. Percentage of correct answers in each type of

dictations

Dictation question types

III

Number of

hanzi

First

dictation

64,9%

82,35%

85,6%

92,9%

Second

dictation

61%

85,4%

81,9%

95,3%

Third

dictation

59%

90,6%

82,8%

96,4%

Fourth

dictation

68,9%

77.2%

76,6%

96,4%

Average

percentage

63,45%

83,9%

81,8%

95,25%

Dictation part I: Reciting bihua

In this section, the teacher asked students to recite

the bihua of three hanzi according to their order.

Students recite errors are divided into: (1) errors in

bishun; (2) errors in bihua; (3) errors in both bishun

and bihua; (4) recited bihua are less; (5) recited

bihua are more. The error percentage in part I can

be seen in Table 2.

Table 2. Percentage of Dictation Errors Part I

First

dictation

Second

dictation

Third

dictation

Fourth

dictation

Error in

bishun

17,64%

15,6%

7,8%

3,9%

Error in

bihua

9,8%

15,6%

31,3%

21,5%

Error in

both

bishun

and

bihua

5,8%

7,8%

1,9%

Recited

bihua

less

1,9%

Recited

bihua

1,9%

In bishun errors, students often reversed in reciting

the order of writing of hanzi. For example, in the

character' 车 ' ， the correct order is héng (一 ),

piězhě (ㄥ), héng (一), shù (丨), but some students

mistakenly recite the order to be héng (一), piězhě

(ㄥ), shù (丨), héng (一). In error in reciting bihua,

students did not say the correct bihua, for example,

the first bihua of the character '后' is piě (丿), but

some students called it héng (一).

In the case of errors in both bishun and bihua,

students are incorrect in the writing order and

incorrect in reciting the bihua. In less bihua or

more bihua errors, the error rate is shallow. Usually,

they unknowingly miss a certain hanzi or two or

say it repetitively.

Interestingly, based on the questionnaire results

distributed to students, 41.2% thought that part I

was easier to do than the other parts. It is probably

because most students did not realize they had

made a small mistake while reading the bihua and

bishun. Therefore, they felt pretty confident

completing the first part of the dictation. However,

from the questionnaire results, students said that

they often went back and forth in reciting the

bishun, had trouble distinguishing similar bihua and

did not memorize the names of the strokes. In

addition, being too nervous is also the reason why

students make mistakes in reading bishun.

Dictation part II: Writing hanzi, pinyin, and the

meaning

Compared with the results of part I, the accuracy of

answers in the dictation part II is higher (83,9%). In

this section, the lecturer first reads the hanzi, and

then the students write down the hanzi, pinyin, and

its meaning. This question type II is a type of

dictation question that is usually applied in

classrooms. In the second part of the dictation, the

students' answer errors were divided into three

groups: writing errors in hanzi and pinyin, writing

errors only in hanzi, and writing errors only in

pinyin. The error in meaning is not discussed in this

research because this research only focuses on

Chinese writing elements.

The percentage of error answers in part II are

shown in Table 3.

Table 3. Percentage of Dictation Errors Part II

First

dictation

Second

dictation

Third

dictation

Fourth

dictation

Writing

errors

both in

hanzi and

pinyin

1,1%

2,3%

Writing

errors in

hanzi

8.8%

13,5%

9,4%

16,4%

Writing

errors in

pinyin

1,7%

4,1%

64 Jurnal AL-AZHAR INDONESIA SERI HUMANIORA, Vol. 8, No. 1, Maret 2023

Table 3 shows that the error rate in writing hanzi is

higher than in writing pinyin. The errors

in hanzi writing are students writing down

characters with similar pronunciation or written to

the read character. For example, the lecturer reads

the word ‘房间’, but students write it down as ‘旁

边’. The teacher asked to write the word ‘书架’,

but the students wrote it as ‘暑假’; the teacher

asked to write the character ‘东’, but the student

wrote into character ‘乐’. Some students did not

answer because they did not know what

recited hanzi was. In pinyin writing errors, the most

mistakes were that students only wrote consonants

and vowels but did not write tone (声调) in pinyin.

In line with the dictation results, part II was

considered the most challenging part for students to

do based on the questionnaire results. 47.1% of

students said that part II was the hardest. Students

find it challenging to memorize hanzi and are often

confused about which hanzi the lecturer reads,

considering that hanzi has a homophone character

with the same sound but different writing and

meaning. In addition, students also feel rushed,

making them often forget to write their tone in

pinyin.

Dictation part III: Writing hanzi, bihua, bishun,

and pinyin

In dictation part III, the lecturer read a word

consisting of one syllable, for example, ‘茶’、‘贵’、

‘ 挤 ’ and others. Students must write down the

hanzi, pinyin, the number of bihua and bishun.

Based on Table 1, the percentage of accuracy of

student answers, part III ranks second with the

lowest level of accuracy. Based on the

questionnaire, this type of question III is also the

second most difficult part, with 35.3%. The

categorization of errors is divided into (1) hanzi

writing errors, (2) pinyin writing errors, (3) bishun

order errors, and (4) bihua miscounted. The

percentage of errors in the dictation part III is as

follows in Table 4.

Based on table 4, the most common errors are

errors in bishun. The bishun are incorrect; some

bihua are lacking, and some are more in number.

Bihua, which is written more or less affects the

calculation of its number, so the number of bihua

written is also incorrect. In addition, many words

appear that are not written as required. For example,

the lecturer says the word “几 jǐ”, but students write

the word “骑” or “汽”. The error in pinyin is that

students forget to write down the tone or pinyin as a

whole.

Table 4. Percentage of Dictation Errors Part III

First

dictation

Second

dictation

Third

dictation

Fourth

dictation

Hanzi

writing

error

2.9%

1.8%

2.9%

4.4%

Pinyin

writing

error

2.1%

2.6%

3.5%

4.4%

Bishun error

4.7%

7.9%

5.5%

7.6%

Bihua

miscounted

4.7%

5.8%

5.3%

The questionnaire data filled out by aligns with the

data analysis above. However, students find part III

difficult because they often forget the writing order

or the bishun. They are often confused about which

character was read by the lecturer and often

miscount the number of strokes. In addition, the

time limit also becomes an obstacle for some

students. It makes them in a hurry to complete the

dictation.

Dictation part IV: Writing hanzi from recited

bishun

In dictation part IV, the lecturer read bishun from

several hanzi, and students write down the hanzi in

question. In the dictation of this section, the

presentation of the accuracy of student answers is

the highest compared to the other sections, which is

95.25%.

Table 5. Percentage of Dictation Errors Part IV

First

dictation

Second

dictation

Third

dictation

Fourth

dictation

7.1%

4.7%

3.6%

The questionnaire results also showed that 52.5%

of students thought part IV was the easiest part to

do, and 64.7% stated they had no difficulty doing

part IV. However, some students who found it a

little challenging to do the dictation of part IV

reasoned that the lecturer was too fast when reading

bishun. Others stated that they were still unfamiliar

with the name of bihua, so they were often

confused when following the dictation part IV.

Reflection

From the results of the dictation analysis and

questionnaires in the four dictation sections, we can

Jurnal AL-AZHAR INDONESIA SERI HUMANIORA, Vol. 8, No. 1, Maret 2023 65

see that the error that occurs lies in the students'

mastery of bishun and bihua still needs to be

improved. Therefore, it is necessary to practice to

enhance students' understanding and knowledge of

bihua and bishun. Providing a strong base for their

Chinese characters learning at the next level is

important. If they already have a good

understanding at the primary level, it will help

reduce writing errors at the next level.

In addition, in part I of dictation, many students

must realize that they have made minor mistakes in

mentioning bihua and bishun. Therefore, teachers

must evaluate the results of dictation, explaining

common mistakes students make after dictation is

complete so that students can be more careful and

thorough in the future.

Overall, through observations made face-to-face

with Zoom during dictation and aligning with

students' daily learning development, this online

dictation design effectively improves students'

Chinese writing skills. Evaluation of the dictation

design can also reduce the opportunity for students

to cheat during dictation. Students no longer focus

on writing hanzi on cheat sheets or looking for

"strategic positions" to view dictionary applications

on their phones, but try to memorize hanzi and

store it in their brains.

Based on data from the questionnaire, 100% of

students thought that this online dictation design

motivated them to recognize and memorize hanzi

along with the pinyin, bihua, and bishun they had

learned. Students also feel increasingly interested in

learning and repeating lessons regularly to get high

grades. They are also encouraged to use various

online learning media such as Youtube, Chinese

learning applications, and websites. On the

questionnaire question, "Do you agree that this

dictation method will continue in the next

semester?" All students agreed with the reason that

this dictation method helped them in learning

Chinese characters and vocabulary.

CONCLUSION

Dictation (tingxie) is one method teachers, and

lecturers often use to teach Chinese face-to-face.

Dictation effectively motivates students to

recognize and memorize Chinese characters and

vocabulary. The teacher or lecturer fully controls

monitoring students during dictation in the

classroom. However, teachers or lecturers have

limitations in monitoring and controlling students

in online learning. At the beginning of online

learning, students often have found cheating during

dictation. Before dictation begins, they have

prepared small notes or devices that can be

accessed when they do not know how to write the

Chinese character or look for a "strategic position"

to easily view the cheat sheets posted on the wall or

other media. This condition certainly reduces the

effectiveness of dictation in learning, encouraging

the author to evaluate the dictation model and apply

it in the classroom.

The results of this study indicate that the dictation

adapted for online learning has proven to be

effective in improving student's writing skills.

Students focus on memorizing Hanzi and strokes

(bihua) and how they are written (bishun). Students

are also motivated to memorize and explore the

Chinese characters they have learned through

online media to increase their understanding of

Chinese. Some students also think that dictation

made regularly makes their study schedule regular

and tends to be encouraged to understand better the

lessons that have been taught. In addition, the

dictation method applied can reduce cheating

during dictation. It is because, to get good grades,

students are not only required to be able to write

but also be able to recite and understand the strokes

and the order of the hanzi writing.

FUNDING

This study was supported by a grant from Chinese

Center for Language Education and Cooperation

“2022 International Chinese Teaching Practice

Innovation Project” (YHJXCX22-006).

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Appendix:

The design of dictation questions（听写设计) Third Dictation

Part I: Read the bihua according to its writing order 说汉字的笔顺（3 题，满分 15 分）

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Part II: Listen to the teacher, write down hanzi, pinyin and its meaning 听老师说词，写汉字、拼音和意思

（10 题，满分 30 分）

比如：你们 nǐmen: kalian

10.

Part III: Listen to the teacher, write down Hanzi, pinyin, bishun and bihua 听老师说字，写汉字、拼音、笔

顺和笔画（5 题，满分 30 分）

比如：支 zhī  四个笔画

Part IV: Listen to the teacher, choose the proper hanzi. 听笔顺，写汉字（5 题，满分 25 分）

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