Modality Matters: How Combining Handwriting and Typewriting Practice Improves Chinese Skills Performance for Chinese L2 Learning in China

Chinese language practice, especially handwriting and typewriting practice, has always been a key method for mastering Chinese in Chinese L2 learning. However, current research on blended practice modalities that combine handwriting and typewriting remains insufficient. This study used a pilot study with 30 international students to compare the associative patterns of handwriting practice and blended practice (a sequential multimodal practice wherein handwriting instruction was followed by typewriting) on students’ Chinese skills performance, Chinese learning motivation, and attitude. Results indicated that students using the blended practice were associated with significantly better Chinese skills performance, as well as higher levels of motivation and more positive attitudes compared to those using only handwriting. Exploratory path analysis identified a notable direct association between practice modality and Chinese skills performance; however, the pathways through motivation and attitude were not statistically detectable. These findings suggest that Chinese language teachers may consider designing lessons that incorporate this sequential blended practice, which may support improvements in L2 Chinese performance, motivation, and attitudes. Furthermore, second language learners should actively apply this practice modality to improve their Chinese L2 learning performance.