A Study of Chinese learners’ Beliefs, Strategy use and Proficiency in Learning Chinese as a Foreign Language

Abstract

This research is a mixed-methods study that examined Chinese learners' beliefs and strategies used in language learning in the context of their achieved proficiency. To investigate the relationship existing between these variables, two survey questionnaires, a Chinese proficiency test (Hanyu Shuiping Kaoshi: HSK 4), and an interview item were constructed. In total, one hundred and twenty international students were conveniently sampled for the BALLI and SILL questionnaires, as well as a Proficiency Test, and six out of the one hundred and twenty were selected to respond to the interview. The results revealed that learning beliefs about learning and communication strategies and metacognitive strategies in learning strategies were frequently used among these participants. The study also showed that a strong positive correlation exists between learning beliefs and the strategies used, while a weak positive and statistically significant correlation exists between their Chinese proficiency, learning beliefs about the language, and the strategies used. However, the regression analysis conducted showed that the regression model is statistically significant (F=70.63, p<0.05), indicating that the beliefs and strategies used have the potential to statistically predict their learning proficiency. The study concluded with suggestions on how to address negative learning beliefs and build adequate learning strategies to improve their Chinese proficiency.

Modeling the impact of L2 grit on EFL learners’ core of self-assessment and foreign language anxiety

“…CSA is an integrated personality structure that is manifested in the students’ evaluation of their abilities. This notion mirrors the learners’ fundamental beliefs about themselves and their learning procedures (GuoJie, 2021 ; Tavousi & Pour Sales, 2018 ; Umeanowai & Lei, 2022 ). Students with high levels of CSA are more engaged in learning processes because a positive CSA triggers positive attitudes toward life experiences and boosts life satisfaction (Miller Smedema et al, 2015 ; Namaziandost et al, 2022 ; Özerl et al, 2016 ; Zhuoyuan, 2021 ).…”

The effect of academic emotion regulation on EFL learners’ core of self-assessment and academic buoyancy: a structural equation modeling

“…CSA is an integrated personality structure that reflects the learners' assessment and interpretation of their activities (GuoJie, 2021;Rahman et al, 2021). CSA affects the way students think about themselves and all the steps involved in their learning procedures (Tavousi & Pour Sales, 2018;Umeanowai & Lei, 2022). CSA opens up the mind of students to critically evaluate the ups and downs of education and decide skillfully (Miller Smedema false, 2015).…”

The core of self-assessment and academic stress among EFL learners: the mediating role of coping styles

“…Although research (e.g., Tavousi & Pour Sales, 2018;Umeanowai & Lei, 2022) shows avoidance coping with extroversion, agreement, conscientiousness openness to experience has a positive relationship and predicts moderate levels of academic stress. In this study, avoidance coping had no significant relationship with the core of their evaluation.…”

“…Moreover, research showed that the core of self-assessment as an individually induced factor can be negatively related to academic stress (Gök & Şen, 2022;Lian et al, 2014;Othman et al, 2022). The core of their evaluations in the form of an integrated personality structure reflects the fundamental beliefs of individuals about themselves and their passion for their world, which is manifested in the assessment of their abilities (GuoJie, 2021;Tavousi & Pour Sales, 2018;Umeanowai & Lei, 2022). People with positive levels at the core of their evaluations experience more happiness, learning satisfaction, and job satisfaction because people with positive levels at the core of their evaluations seek out situations that are challenging and rewarding, which in turn increases life satisfaction (Miller Smedema et al, 2015;Özerl et al, 2016;Zhuoyuan, 2021).…”