Piecing Together Mandarin: Pinpinju a Fun Board Game for Sentence Mastery
Authors
Academy of Language Studies Universiti Teknologi MARA Cawangan Sarawak Campus Samarahan (Malaysia)
Academy of Language Studies Universiti Teknologi MARA Cawangan Sarawak Campus Samarahan (Malaysia)
Academy of Language Studies Universiti Teknologi MARA Cawangan Sarawak Campus Samarahan (Malaysia)
Academy of Language Studies Universiti Teknologi MARA Cawangan Sarawak Campus Samarahan (Malaysia)
Academy of Language Studies Universiti Teknologi MARA Cawangan Sarawak Campus Samarahan (Malaysia)
Article Information
DOI: 10.47772/IJRISS.2025.925ILEIID000039
Subject Category: Education
Volume/Issue: 9/25 | Page No: 209-214
Publication Timeline
Submitted: 2025-09-23
Accepted: 2025-09-30
Published: 2025-11-05
Abstract
Pinpinju is a physical board game created to assist beginners of Mandarin learners in mastering sentence building skills through enjoyable face-to-face gameplay. Pinpinju literally means sentence assembling which refers to the process of putting together words, phrases or sentence components to form a complete sentence. The problem of effectively mastering sentence building is a common issue experienced by Mandarin learners. Traditional language learning methods, such as textbooks and role memorization result in low motivation and limited practical application of the language. The learners struggle with sentence construction, applying grammar rules, and using vocabulary in real-world situations, resulting in slow progress in third language learning. Pinpinju is created to address these problems by providing a hands-on, game-based approach that involves enjoyable sentence construction and interaction between the instructor and learners, it transforms the learning process from passive memorization to active involvement. The use of guided prompts and immediate feedback from instructor or game host encourages learners to construct sentences with more confidence. This approach not only helps learners in comprehending grammatical rules but also enhancing their vocabulary ability in a real-word setting. Pinpinju has been copyrighted (CRDV2024Q06401) with the Intellectual Property Corporation of Malaysia (MyIPO) under the Malaysia Copyright Art 1987. Copyright protection applies to its unique design elements, such as the game mechanics, instructional content, sentence-building system, vocabulary sets, and any original materials like cards, boards and manuals. The main targets of Pinpinju are beginners of any basic Mandarin courses at schools, tutoring centers, colleges and universities or self-study learners.
Keywords
Pinpinju, educational board game, Mandarin
Downloads
References
1. Chai, H., & Bao, M. (2023). Linguistic distances between native languages and Chinese influence acquisition of Chinese character, vocabulary, and grammar. Frontiers in Psychology, 13, 1095073. https://doi.org/10.3389/fpsyg.2022.1095073 [Google Scholar] [Crossref]
2. Chan, S.K., Lee, C.C., Wee, S.P., Soo, Y.P., & Teoh, J.T. (2020). Daily Conversation Mandarin Language 1. Selangor: UiTM Press. [Google Scholar] [Crossref]
3. Ho, W.C., Lee, A.C., Teo, A.M., Chan, J.Y., & Tay, Stephanie C.W. (2024). Comprehensive Modern Mandarin 1. Selangor: UiTM Press. [Google Scholar] [Crossref]
4. Krashen, S. D. (1982). Principles and practice in second language acquisition. pp.31. Pergamon Press. [Google Scholar] [Crossref]
5. Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press. Retrieved from https://www.professorjackrichards.com/uploads/CLT.pdf. [Google Scholar] [Crossref]
6. Sim, M. S., Rahmat, N. H., & Khin, L. S. (2021). Exploring situated learning through task-based activities: A case study in the Mandarin class. International Journal of Academic Research in Business and Social Sciences, 11(12), 1654–1676. https://doi.org/10.6007/IJARBSS/v11-i12/14357 [Google Scholar] [Crossref]
7. Smart Games. (2019). Say What? Learn Mandarin Card Game [Card game]. Retrieved October 4, 2025, from https://www.smartgames.com/ [Google Scholar] [Crossref]
8. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125–144). Oxford University Press. [Google Scholar] [Crossref]
9. Wee, S. P., Chan, A. N., Liew, C. Y., & Liew, Y. L. (2023). Learning Mandarin as a third language among non-native speakers by using Alpha M (an educational card game). International Exhibition & Symposium on Productivity, Innovation, Knowledge & Education (pp. 40–44). International Exhibition & Symposium on Productivity, Innovation, Knowledge & Education. [Google Scholar] [Crossref]
Metrics
Views & Downloads
Similar Articles
- Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
- Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
- “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
- Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
- Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study