A STUDY ON CHINESE WRITING SELF-STUDY COMPETENCE AMONG STUDENTS AT THE FACULTY OF CHINESE LANGUAGE, HO CHI MINH CITY UNIVERSITY OF EDUCATION

Abstract

In the context of globalization, the importance of Chinese writing skills is increasingly prominent. This study focuses on third-year Chinese students at Ho Chi Minh City University of Education, investigating their current self-study practices in Chinese writing through questionnaires and text analysis. The findings indicate that although 87.5% of students recognize the importance of Chinese writing skills for their future careers, only 26% engage in regular writing practice. Three major challenges hinder students’ self-study efforts: difficulties in applying grammatical structures appropriately (73%), limited vocabulary resources (65.5%), and producing natural and idiomatic expressions in Chinese (70%). The results suggest that the integration of reading and writing practices is positively associated with improvements in students’ writing competence. Based on the results, this paper proposes a self-learning optimization model. This model includes setting phased goals to gradually improve writing proficiency; establishing a personalized reading resource library to enhance language input; implementing a “writing-feedback-revision” cycle to enhance reflective ability; and cultivating metacognitive skills to boost autonomous learning efficiency. To implement this model effectively, it is recommended to integrate self-study skills into the curriculum, develop supporting digital platforms, and provide teachers with guidance strategies.