Developing a multimodal instructional module for teaching Chinese characters to nonnative beginners in Malaysia

With the growing economic ties between Malaysia and China, an increasing number of Malaysians are learning Chinese. This study aims to develop a multimodal-based module for teaching Chinese characters to beginner learners in Malaysian colleges. Using the ADDIE instructional design model, the research identifies the challenges faced by these learners and creates a teaching approach that combines different learning styles to improve their Chinese character reading and writing skills. A mixed-methods approach was used to collect data. The study followed the five phases of the ADDIE model: (1) Needs Analysis—a questionnaire was administered to 26 students from a university in Sabah in Malaysia to identify the challenges they faced in learning Chinese characters; (2) Design—a literature matrix was used to develop a structured teaching module; (3) Development—3 experts reviewed and validated the module; (4) Implementation—the module was tested with 59 students from this university in Sabah through class observations; and (5) Evaluation—interviews with 4 participants assessed its effectiveness. The findings reveal the difficulties nonnative learners face in mastering Chinese characters in Malaysia and show how the developed module effectively addresses these challenges. By integrating visual, auditory, and hands-on learning methods, the module offers a well-rounded solution that boosts learner engagement and retention. This study contributes to the field of Teaching Chinese as a Foreign Language (TCFL) by providing a structured, tested approach that can be adapted to other similar learning environments. It emphasizes the value of multimodal strategies in language learning and offers useful insights into how Chinese characters can be taught more effectively to beginners in a multicultural context.