A STUDY ON THE FACTORS INFLUENCING VIETNAMESE STUDENTS' ABILITY TO REMEMBER CHINESE CHARACTERS

Abstract

This study investigates the key factors influencing the ability of Vietnamese students to memorize Chinese characters. The research sample includes both Chinese-major and non-major students aged 18 to 35 from Northern Vietnam. A survey using questionnaires was conducted and a total of 549 valid survey responses were collected. Data were analyzed using SPSS 22, employing reliability testing, factor analysis, and multiple regression analysis. The results identify learning interest, learning methods, and teaching methods as the primary factors affecting the memorization of Chinese characters. Factor analysis yielded a high Kaiser-Meyer-Olkin (KMO) value of 0.896, confirming the adequacy of the sample. Regression results indicate that learning interest has the most significant impact (47.18%), followed by learning methods (27.11%) and teaching methods (25.70%). In contrast, the complexity of Chinese characters was found to have no statistically significant influence on students’ memory performance. In conclusion, fostering students’ interest, applying effective learning strategies, and improving instructional methods are practical approaches to enhance Chinese character retention. Future research should further explore the impact of diverse instructional strategies and tools and develop pedagogical models tailored to the cognitive and cultural characteristics of Vietnamese learners.