Abstract
Hanyu Pinyin (Romanised Mandarin) is taught as part of the teaching Mandarin as a third language in UiTM. The time allocated to teach the sound system of Hanyu Pinyin is insufficient for learners. Hence, it is suggested a web-based instruction incorporate into the curriculum as a self-learning material for learners to enable them to manage their learning process in the absence of instructor. The objective of this paper is to describe the process of designing and developing a Hanyu Pinyin WBI to teach non-native learners (Malay Mandarin learners) in learning Mandarin at a Malaysian university (UiTM). The Hanyu Pinyin WBI is tailored to tackle the weaknesses and to meet the specific needs of Malay learners. Hanyu Pinyin WBI is designed on the basis of Instructional System Design (ISD) methodology. This approach involves four phases: (1) analysis and design, (2) development, (3) implementation, and (4) evaluation of the instruction.
Highlights
One of the ways to deliver a language course on learners’ demand using any computer connected to the Internet at anywhere and anytime is by developing a Web-based instruction (WBI)
Most of the Web-based Instruction (WBI) for Chinese focuses on grammar and vocabulary
Some WBI are resourceful, they address to the particular needs of their targeted learning entities it is impossible to adopt the entire set of these WBI to facilitate the Malay Hanyu Pinyin learners
Summary
One of the ways to deliver a language course on learners’ demand using any computer connected to the Internet at anywhere and anytime is by developing a Web-based instruction (WBI). It can be more effective if WBI incorporates multimedia components. ‘A picture tells a thousand words’, a Mandarin WBI that includes multimedia elements will increase the effectiveness in learning Mandarin. WBT is not a downloaded Computer Based Training but an on-demand training stored in a server and accessed across a network. Web-based training can be updated very rapidly and its accessibility as a training tool is fully controlled by the training provider (Clark, 1996)
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