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Many high school students have difficulty retaining Chinese characters. Students are expected to memorize Chinese characters from each lesson to enhance further learning. Chinese language teachers introduce an average of 20 new vocabulary words during a given lesson. Students are expected to pronounce and know how to write these new words during the first week they are introduced and master them during the following week. A tool that may be useful to engage students at the beginning of a Chinese class is the bell ringer activity. This study seeks to determine through analysis whether the bell ringer activity may be an effective tool to engage student learning. The participants for this study are two girls and seven boys from a Chinese II class. The study will be done in a control group.