Effects of key-image mnemonics on Chinese instruction for first-grade students’ achievement and interest toward Chinese learning

This study examined the integration of the Key-Image method (KIM), a novel mnemonic, into a Chinese curriculum and the effect on improving learning. It is the first Chinese intervention study for this topic. We designed a development trial with 143 first-grade students. After a six-week course, the experimental group (n = 72) outperformed the comparison group (n = 71) on both a Chinese achievement test and a Chinese learning interest inventory. The cognitive and affective effectiveness of the KIM held for the tests conducted immediately after learning and the retention tests conducted one week and five months after learning. The results suggest that the KIM, an innovative design, is superior to the traditional instruction that first-language (L1) learners typically experience.