Abstract
This mixed-method study compared the Chinese writing skills of grade 5 students before and after using the imitation writing teaching method and investigated their attitude towards the use of the imitation writing teaching method in Singapore. The sample group consisted of 20 grade 5 students from Singapore. Quantitative and qualitative data were collected through a pre-test, post-test, questionnaire, and semi-structured interview over the course of eight sessions. The results from the pre-test and post-test indicated an improvement in the language writing skills of the sample group students, with post-test scores (x̅ = 15, SD = 0.73) surpassing pre-test scores (x̅ = 17.2, SD = 0.77). The data gathered from the participants suggested that all items on the survey received high ratings. The majority of students in the sample group demonstrated a positive attitude towards using the imitation writing teaching method in Chinese writing learning. This study suggests that the imitation writing teaching method offers an alternative and effective approach to Chinese writing instruction. Therefore, Chinese language educators worldwide, including those in China, can consider incorporating this method into their Chinese teaching methodologies.
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