What regions of Chinese characters are crucial for recognition? A web-based study

2020 ◽  
Vol 4 (4) ◽  
pp. 297-311
Author(s):  
Qi Zhang ◽  
Ronan G. Reilly
Keyword(s):  
Representative Sample ◽  
Recognition Accuracy ◽  
Correct Recognition ◽  
Correct Identification ◽  
Chinese Characters ◽  
Web Based ◽  
Experimental Platform ◽  
Chinese University ◽  
Gaussian Blurring ◽  
Bottom To Top

The study involves approximately 250 Chinese university students from eight institutions to determine what parts of a representative sample of Chinese characters are crucial to their correct identification. A web-based experimental platform was used to present 102 simplified characters to participants. The characters were partially obscured using a Gaussian blurring technique. The direction of maximum blur could either be from top to bottom, bottom to top, left to right, or right to left. Participants were asked to identify the blurred character and type its pinyin. Overall, participants correctly identified 88% of characters. The effects of all forms of blurring on correct recognition were correlated with character structures. Phonetic radicals seem to be more sensitive to the blurring than semantic radicals, while the radical transparency and radical frequency also play a role in the recognition accuracy. The blurring conditions that impacted most significantly on correct recognition were top to bottom and bottom to top, which caused, respectively, the upper and lower parts of the character to be obscured.

Investigating Chinese University Students’ Enjoyment in a Web-Based Language Learning Environment: Validation of the Online Foreign Language Enjoyment Scale

2021 ◽  
pp. 003151252110417
Author(s):  
Xin Wang ◽  
Yang Wang ◽  
Yizhi Yang ◽  
Lu Wang
Keyword(s):  
Factor Analysis ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
First Language ◽  
Pedagogical Practices ◽  
Future Research ◽  
Web Based ◽  
Chinese University ◽  
Confirmatory Factor

The revolution in web-based technologies has enriched pedagogical practices and motivated scholars to address learners’ positive and negative emotions in the web-based language learning environment. In this study, we first examined the psychometric properties of the Foreign Language Enjoyment Scale (FLES) and then developed the Online Foreign Language Enjoyment Scale (OFLES). We adopted a mixed-method approach using a sample of 383 first language Chinese EFL undergraduates. In stage one of the research, exploratory factor analysis and confirmatory factor analysis supported an 11-item and 4-factor OFLES structure with an ideal model fit. The four sub-domains of the new enjoyment construct were OFLES- Teacher, Private, Interaction, and Competence. The Teacher domain accounted for most variance. In stage two, the qualitative analyses of feedback on an open-ended question concerning enjoyable episodes from 56 of the 383 participants revealed various sources of enjoyment for Chinese university EFL learners attending online English courses. Our findings contribute to an emerging wave of research examining the cross-contextual application of the FLES and provide important pedagogical implications for L2 practitioners and researchers. We discuss suggestions for future research.

Evaluations of Online Learning Activities Based on LMS Logs

2012 ◽  
pp. 75-93 ◽  
Author(s):  
Paul Lam ◽  
Judy Lo ◽  
Jack Lee ◽  
Carmel McNaught
Keyword(s):  
Teaching And Learning ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Design Development ◽  
Easy Method ◽  
Web Based ◽  
Detailed Understanding ◽  
Record Keeping ◽  
Chinese University ◽  
Online Activities

Effective record-keeping, and extraction and interpretation of activity logs recorded in learning management systems (LMS), can reveal valuable information to facilitate eLearning design, development and support. In universities with centralized Web-based teaching and learning systems, monitoring the logs can be accomplished because most LMS have inbuilt mechanisms to track and record a certain amount of information about online activities. Starting in 2006, we began to examine the logs of eLearning activities in LMS maintained centrally in our University (The Chinese University of Hong Kong) in order to provide a relatively easy method for the evaluation of the richness of eLearning resources and interactions. In this chapter, we: 1) explain how the system works; 2) use empirical evidence recorded from 2007 to 2010 to show how the data can be analyzed; and 3) discuss how the more detailed understanding of online activities have informed decisions in our University.

scholarly journals Double-Sided Occluded Chinese Character Recognition Accuracy and Response Time for Design and Nondesign Educational Background

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401881006
Author(s):  
Ching-Chih Liao
Keyword(s):  
Response Time ◽  
Character Recognition ◽  
Visual Recognition ◽  
Chinese Character ◽  
Recognition Accuracy ◽  
Educational Status ◽  
Educational Background ◽  
Chinese Characters ◽  
Chinese Character Recognition ◽  
Educational Groups

This article investigates the influence of the position of occlusion, structural composition, and design educational status on Chinese character recognition accuracy and response time. Tsao and Liao conducted an experiment using 18 of the 4,000 most commonly used Chinese characters and suggested that the primary and secondary recognition features of a “single-sided” occluded Chinese character are the key radical (or initial strokes) and the key component (i.e., combination of strokes), respectively. The study concluded that right-side occluded characters require a shorter response time and yield more accurate recognition and that educational background does not significantly affect recognition accuracy and response time. The present study considered the same 18 Chinese characters and extended the work of Tsao and Liao by exploring accuracy rate and response time in design and nondesign educational groups for the recognition of “double-sided” occluded Chinese characters. The experimental results indicated that right-side occlusion (including both bottom-right and top-right occlusion) requires a shorter response time and yields more accurate recognition than left-side occlusion. These results agree with those of Tsao and Liao, who found that the key radical of a Chinese character is its key visual recognition feature. Even double-sided occlusion of Chinese characters does not affect the recognition outcome if the position of occlusion does not blur the key radical. Moreover, the participants majoring in design recognized the occluded Chinese characters more slowly than those with no educational background in design.

scholarly journals Novel Evidence for the Increasing Prevalence of Unique Names in China: A Reply to Ogihara

2021 ◽  
Vol 12 ◽  
Author(s):  
Han-Wu-Shuang Bao ◽  
Huajian Cai ◽  
Yiming Jing ◽  
Jianxiong Wang
Keyword(s):  
Standard Deviation ◽  
Representative Sample ◽  
Daily Life ◽  
Chinese Characters ◽  
Large Representative

In this study, we aimed to address three comments proposed by Ogihara on a recent study where we found that unique names in China have become increasingly popular from 1950 to 2009. Using a large representative sample of Chinese names (N = 2.1 million), we replicated the increase in uniqueness of Chinese names from 1920 to 2005, especially since the 1970s, with multiple uniqueness indices based on name-character frequency and name-length deviation. Over the years, Chinese characters that are rare in daily life or naming practice were more often used in given names, and the length of given names became more deviant from typical practice (i.e., more one-character and three-character given names and higher standard deviation of name length). Taken together, these findings not only reconfirmed the increasing prevalence of unique names but also demonstrated the validity of various indices in assessing name uniqueness in China.

Evaluations of Online Learning Activities Based on LMS Logs

2012 ◽  
pp. 1767-1784 ◽  
Author(s):  
Paul Lam ◽  
Judy Lo ◽  
Jack Lee ◽  
Carmel McNaught
Keyword(s):  
Teaching And Learning ◽  
Learning Management Systems ◽  
Learning Systems ◽  
Design Development ◽  
Easy Method ◽  
Web Based ◽  
Detailed Understanding ◽  
Record Keeping ◽  
Chinese University ◽  
Online Activities

Effective record-keeping, and extraction and interpretation of activity logs recorded in learning management systems (LMS), can reveal valuable information to facilitate eLearning design, development and support. In universities with centralized Web-based teaching and learning systems, monitoring the logs can be accomplished because most LMS have inbuilt mechanisms to track and record a certain amount of information about online activities. Starting in 2006, we began to examine the logs of eLearning activities in LMS maintained centrally in our University (The Chinese University of Hong Kong) in order to provide a relatively easy method for the evaluation of the richness of eLearning resources and interactions. In this chapter, we: 1) explain how the system works; 2) use empirical evidence recorded from 2007 to 2010 to show how the data can be analyzed; and 3) discuss how the more detailed understanding of online activities have informed decisions in our University.

scholarly journals Effect of Pixel’s Spatial Characteristics on Recognition of Isolated Pixelized Chinese Character

2015 ◽  
Vol 9 (1) ◽  
pp. 234-239
Author(s):  
Kun Yang ◽  
Shuang Liu ◽  
Hong Wang ◽  
Wei Liu ◽  
Yaowei Wu
Keyword(s):  
High Resolution ◽  
Character Recognition ◽  
Chinese Character ◽  
Recognition Accuracy ◽  
Chinese Characters ◽  
Low Resolution ◽  
Spatial Characteristics ◽  
Head Mounted Display ◽  
Chinese Character Recognition ◽  
Pixel Array

The influence of pixel’s spatial characteristics on recognition of isolated Chinese character was investigated using simulated prosthestic vision. The accuracy of Chinese character recognition with 4 kinds of pixel number (6*6, 8*8, 10*10, and 12*12 pixel array) and 3 kinds of pixel shape (Square, Dot and Gaussian) and different pixel spacing were tested through head-mounted display (HMD). A captured image of Chinese characters in font style of Hei were pixelized with Square, Dot and Gaussian pixel. Results showed that pixel number was the most important factor which could affect the recognition of isolated pixelized Chinese Chartars and the accuracy of recognition increased with the addition of pixel number. 10*10 pixel array could provide enough information for people to recognize an isolated Chinese character. At low resolution (6*6 and 8*8 pixel array), there were little difference of recognition accuracy between different pixel shape and different pixel spacing. While as for high resolution (10*10 and 12*12 pixel array), the fluctuation of pixel shape and pixel spacing could not affect the performance of recognition of isolated pixelized Chinese Character.

scholarly journals Effects of web-based metacognitive listening on Chinese university EFL learners' listening comprehension and metacognitive awareness

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Tao Pei ◽  
Jitpanat Suwanthep
Keyword(s):  
Listening Comprehension ◽  
Metacognitive Awareness ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Metacognitive Development ◽  
Chinese University ◽  
L2 Learners ◽  
Experimental Group ◽  
The Web

The present study examined the effects of web-based metacognitive listening practice on L2 learners’ listening comprehension over 14 weeks. Participants (N  = 67) came from two intact classes of intermediate EFL university learners in China. The experimental group was involved in the web-based metacognitive listening practice built on the metacognitive listening principles. The control group undertook a traditional web-based listening practice with the same listening materials texts, yet without training on their metacognitive awareness. TOEFL tests and MALQ were used to track the development of listening achievements and metacognitive awareness. ANCOVA was employed to detect the differences between the two groups regarding listening achievements and metacognitive development. The results show that the experimental group made significantly greater gains than the control group in listening achievements. However, the development of metacognition remained inconclusive. The study concludes that metacognitive listening practice under web-based environment could outperform the traditional web-based listening practice in improving listening achievements among Chinese intermediate EFL learners. Besides, some recommendations for further study are discussed.

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