Abstract
This meta-analysis reviewed 11 articles regarding radical-based instruction strategies and synthesized their results to investigate the effect of radical-based strategies on improving radical awareness and character meaning production among CFL (Chinese as a Foreign Language) learners. The overall results demonstrated that radical-based instruction strategies had a significant effect associated with character meaning production. Furthermore, the differences of the effectiveness were also examined between beginning-level CFL learners and intermediate-level CFL learners.
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