The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students’ Motivation

Abstract

This study investigated the impact of an online learning community project on university students’ motivation in learning Chinese as a foreign language. A newly proposed second language (L2) motivation theory—the L2 motivational self system (Dörnyei, 2005, 2009)—guided this study. A concurrent transformative mixed‐methods design was employed to collect both quantitative and qualitative data through the pre‐ and posttest of a questionnaire. Results from paired t tests indicated a significant difference in the L2 learning experience aspect of motivation before and after the online project, while there was no significant difference in the other two aspects of motivation (i.e., the ideal L2 self and the ought‐to L2 self). Specific motivating and demotivating features of the online project were identified from participants’ responses to an open‐ended question.

Tasks and learner motivation in learning Chinese as a foreign language

“…Some researchers have explored alternative methods in conducting motivation research, such as qualitative interviews (Csizér, Kormos, & Sarkadi, 2010;Ushioda, 2001) or a mixed-methods approach (Busse & Walter, 2013;Cai & Zhu, 2012). This study aims to explore and relate learners' feedback about tasks to learner motivation, primarily from a qualitative perspective.…”

“…There are a number of challenges in encouraging growth in this area, despite the increasing number of Chinese language learners, including difficulty in sustaining motivation (Du & Kirkebaek, 2012), low student retention rates (Wen, 1997;Yu & Watkins, 2008) and lack of research on Chinese as a foreign language (CFL) motivation (Cai & Zhu, 2012). The perceived difficulty of the Chinese language (Mandarin) due to its different tone and orthographic systems may also create major affective and motivational barriers for speakers of European languages (Wen, 1997;Yu & Watkins, 2008).…”

Motivation to learn languages other than English: A critical research synthesis

“…Findings were extracted for each research aim. 7 Twenty-one quantitative studies (*) were identified, including three mixed-methods studies (Busse, 2013;Cai & Zhu, 2012;Oakes, 2013). Nine studies were qualitative, including Busse (2017), which reported what percentage of 2,255 respondents gave certain responses to closed-ended questions, then their answers to the open-ended question that followed were analyzed: "Would your answers have been different if the language were not English?…”

“…In the 13 studies from the United States, United Kingdom, Canada, and Australia, the question of whether English impacts motivation to learn other languages was not an issue of primary concern. Another difference from the European literature was that research in Inner Circle English-speaking countries tended to take place in postsecondary (tertiary) education and to be pedagogically oriented, including mixed-methods studies on the L2 Learning Experience in particular classes (e.g., Busse, 2013;Cai & Zhu, 2012). Though smaller in scope than the European studies, those from the Inner Circle focused on examining key motivators and demotivators in instructed SLA and were methodologically diverse, ranging from surveys to interviews to case studies of unusual or exceptional learners (see Table 3).…”

Language Program Evaluation

“…As well, these evaluations typically reflect a particular theoretical premise from the field of second language acquisition, and they often adopt quasi‐experimental methodologies to ‘test’ for program effectiveness. Thus, for example, numerous evaluations have been published in recent years on the effectiveness and/or impact of approaches to technology‐mediated language teaching, in terms of learner motivation (e.g., Cai & Zhu, ), student perceptions of usefulness (e.g., Pardo–Ballester, ), and proficiency outcomes (e.g., Young, ). Other effectiveness evaluations have examined intensive summer courses (e.g., Xu et al., ), study abroad (e.g., Badstübner & Ecke, ), heritage language program design (e.g., Nocus et al., ), and models of bilingual education (e.g., Admiraal, Westhoff, & de Bot, ).…”