Bridging the Grammar Gap: Evaluation of a Powtoon-Based Video Innovation for Non-Native Elementary Mandarin Learners in Malaysia

The rapid economic growth of China has significantly increased global demand for Mandarin language acquisition. In Malaysian higher education institutions, Mandarin courses for non-native speakers are widely offered. However, a critical pedagogical gap exists where locally produced Mandarin textbooks have not emphasised grammatical teaching. To address the critical gap in grammatical instruction for non-native elementary Mandarin learners in Malaysia, this study evaluated the effectiveness of innovated Powtoon-based grammatical point videos. A quantitative survey design was administered to 109 non-native elementary Mandarin learners from a Malaysian public university. Data were collected using a structured questionnaire measuring learners' perceptions of grammar instruction importance, overall video experience, and perceived design elements of the Powtoon-based videos. Descriptive statistics (means and standard deviations) were computed for all items. The findings revealed three key outcomes. First, learners strongly valued grammar instruction (Mean=4.42, SD=0.72) and expressed a clear preference for textbooks that include grammatical points (Mean=4.43, SD=0.63). Notably, textbooks without grammatical support received poor ratings (Mean=2.37, SD=1.22), confirming learners' preference for grammar-supported materials. Second, the Powtoon-based videos were rated highly effective and engaging, with overall experience (Mean=4.14, SD=0.76), effectiveness (Mean=4.30, SD=0.69), and enjoyment (Mean=4.30, SD=0.72) receiving strong positive ratings. Third, the perceived design elements were consistently rated highly, with content usefulness (Mean=4.48, SD=0.56), clarity (Mean=4.42, SD=0.63), voice-over quality (Mean=4.34, SD=0.65), and numbering system (Mean=4.33, SD=0.62) receiving the highest scores. Reliability analysis using Cronbach's alpha confirmed that the questionnaire reliably measured the intended constructs across all sections (α = 0.757 to 0.881). These findings validate Mayer's (2009) Cognitive Theory of Multimedia Learning and provides original empirical evidence supporting the integration of multimedia grammar instruction into Mandarin language curricula in Malaysia. The innovation offers a replicable model for addressing similar instructional gaps in other foreign language contexts.

Mandarin grammar instruction, Powtoon, video innovation, non-native elementary learners, grammar gap

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