Factors influencing foreign language learners’ motivation in continuing to learn Mandarin

Abstract

The study prime motive was to identify factors that encourage learners to be motivated to continue to learn Mandarin. Campbell and Storch (2011) guiding questionnaire was adapted through the interview sessions among 11 Mandarin level two learners of different grades at one of the universities in Kelantan. The learners were interviewed in person in Bahasa Malaysia. The interview sessions were audio recorded and transcribed verbatim and translated into English. The inquiry revealed that non-native Mandarin learners were motivated to continue to learn Mandarin due to the importance of Mandarin in the aspect of employability, self-interest and improving Mandarin grade. The study gives insight to teachers to plan their teaching to match with the learners' demands that are related to their future career building, hence the learning must consider real life situation. It is also recommended that having interesting and interactive learning activities are encouraged to boost learners' learning motivation.

Understanding Chinese EFL Learners’ Acceptance of Gamified Vocabulary Learning Apps: An Integration of Self-Determination Theory and Technology Acceptance Model

“…In addition, existing literature has shown that student-controlled motivation might trigger autonomous motivation in language learning. For example, [49] indicated that students' desire for winning scholarships or obtaining good grades (controlled motivation) could enhance their good feelings and confidence (autonomous motivation) during language learning processes. In line with these previous studies, we hypothesize: H1: Controlled motivation has a positive effect on the perceived usefulness of gamified English learning apps.…”

An Investigation of How Online Learning Reduces ZPD in Mandarin Language Classrooms

“…Many has taken the steps to include this popular language in their learning plan (Moloney & Xu, 2015;Wang & Curdt-Christiansen, 2016;Zheng & Gao, 2016& Hanban, 2017. The study by Chua and Azlan (2019) identified factors that motivate learners to keep learning Mandarin. Campbell and Storch (2011) and Dörnyei's (2005, 2009 disclosed that non-native Mandarin learners were motivated to keep learning Mandarin because they are aware of the importance of Mandarin in the view of employability, self-interest and raising Mandarin mark.…”

An Investigation of Learners’ Drive to Learn Mandarin: A Case Study

“…Hananya (2020) highlights numerous benefits that greatly enhance motivation to learn the language. However, Chua and Azlan (2019) discovered that the teacher emphasized that learners' motivation tends to decline upon beginning their Mandarin level 2 course. Veloo et al (2019) found that students' motivation to learn Mandarin is strongly influenced by the classroom learning environment.…”

“…Teachers can adapt their courses to engage and support learners by providing personalized assistance, while learners can gain valuable insights and receive feedback on their learning progress (Santana-Monagas et al, 2022). Particularly when it comes to Mandarin language skills, teachers serve as prime examples in helping students cultivate effective self-study strategies (Chua & Azlan, 2019). Teachers should act as facilitators, being well-versed in all aspects of teaching and continuously improving their instructional methods.…”