A Survey on the Use of Digital Resources in Lower Secondary Chinese Language Teaching From the Perspective of Multiple Intelligences Theory
Year: 2025
Type: article
Study design: Observational Study
Abstract: With the ongoing digital transformation in education, digital resources are increasingly applied in lower secondary Chinese language teaching, yet their use still lacks systematic pedagogical guidance. Based on a survey of Chinese teachers in Ho Chi Minh City, this study examines the effectiveness of digital resources through the lens of Multiple Intelligences (MI) theory. Findings reveal that digital tools are effective in supporting linguistic, spatial, musical, and bodily-kinesthetic intelligences, but show clear limitations in supporting logical-mathematical, intrapersonal, interpersonal, and naturalist intelligences. These gaps suggest the urgent need for instructional design that leverages Multiple Intelligences theory to create digital resources that are personalized, interactive, and feedback-oriented. Such resources can better accommodate diverse learning styles, promote student engagement, and enhance the overall effectiveness and sustainability of Chinese language teaching at the lower secondary level.
Source: Tạp chí Khoa học
Authors: Thi Minh Hong Nguyen, Truc Dao Hoang
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4415168389
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