ENHANCING MANDARIN VOCABULARY ACQUISITION AMONG UiTM STUDENTS THROUGH MULTIMEDIA MATERIALS: A CONCEPTUAL FRAMEWORK

Abstract

The growing importance of Mandarin skills in today’s global economy highlights the need for effective language learning methods. This is especially true for students in Malaysia’s multicultural institutions, such as Universiti Teknologi MARA (UiTM). Here, students from various linguistic backgrounds face unique challenges in learning Mandarin, mainly due to the language's tonal nature, logographic writing system, and limited exposure outside the classroom. While digital learning tools show promise for improving vocabulary learning, their practical use in teaching Mandarin to university students in Malaysia has not been fully explored. This gap reveals important areas for research. This paper offers a framework for integrating multimedia resources into Mandarin vocabulary teaching, specifically for the needs of UiTM students. It draws on theories such as Dual Coding Theory, Multimedia Learning Theory, and Sociocultural Theory. By reviewing past studies, this work highlights the benefits of digital tools, which include increased engagement, personalized learning, and cultural relevance. However, current research often ignores the specific linguistic backgrounds of Malaysian learners and the role of institutional support in using technology in teaching. The proposed framework focuses on three key areas: Input Variables (learner traits, multimedia materials, and educational setting), Process Components (engagement tactics, personalized learning, and cultural relevance), and Output Outcomes (better vocabulary retention, higher motivation, and real-world application). The findings suggest that digital learning resources could significantly improve Mandarin vocabulary learning for students in Malaysian universities. This offers valuable insights and solutions for educators and policymakers. By encouraging collaboration among researchers, teachers, and higher education institutions, this study emphasizes the need for further investigation into localized content, adaptive technologies, and policy interventions. Ultimately, the framework aims to improve students’ language skills and prepare them for success in an interconnected world.