The Effectiveness of Developing and Optimizing a Self-Learning Course to Promote Chinese Learning

Abstract

Most universities in Hong Kong require that students demonstrate fluency in the Chinese language. In 2013, the Department of Chinese Language and Literature (CHLL) and the Independent Learning Centre (ILC) at the Chinese University of Hong Kong initiated the development of "CHLT 1104 Self-learning Elementary Chinese" to facilitate independent learning for international students who do not possess prior Chinese language education. This paper presents the redesign and optimization of CHLT 1104 Self-learning Elementary Chinese at the Chinese University of Hong Kong from an instructional design perspective. The manuscript is structured according to an ADDIE-informed process: analysis of learner needs and course limitations, design of enhanced learning pathways and platform layout, development of new bilingual materials and trilingual videos, implementation of the revised course in the second semester of 2025–2026, and evaluation via a structured questionnaire and open-ended feedback. The study clarifies the evolution of the course from three original modules to five, articulates the pedagogical rationale for the revised design and learning activities, and clarifies the differences between quantitative questionnaire results and qualitative feedback themes. The evaluation findings indicate significant student approval of the updated platform, while the open comments provide detailed information regarding usability, material organization, and recommendations for further enhancement. Numerous students believe that the newly integrated elements will greatly improve their understanding of the Chinese language and culture. However, feedback indicating the necessity for design enhancement or an extension of the course parameters has also been acknowledged. The design and optimization of this course are considered effective and successful.