Cover not available

Article published In: Journal of Second Language Studies
Vol. 9:1 (2026) ► pp.101–139

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB

L2 Chinese learning motivation and learning strategies

A study about L2 Chinese learners among European universities

 | Vrije Universiteit BrusselBrussels, Belgium
 | Renmin University of China, China
 | Huaqiao University, China
 | Vrije Universiteit BrusselBrussels, Belgium
Open Access logo
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 10 February 2025
DOI logo with link
https://doi.org/10.1075/jsls.00043.che
Abstract
Given the increasing number of L2 Chinese learners in Europe, it is critical to understand their learning motivation and strategies to support successful Chinese acquisition. This study aims to explore learners’ motivation for learning Chinese and examines how these relate to their learning strategies. With a mixed research design, SPSS 28 was utilized for descriptive analysis, Mplus 8.3 was employed for Confirmatory Factor Analysis (CFA), and STATA 18.0 was adopted for analysing the relationship between learning motivation and learning strategies by a hierarchical regression model. In addition, MAXQDA2022 was employed for qualitative analysis of L2 Chinese learning motivation. The findings highlight diverse motivation of European L2 Chinese learners and their impact on the use of Chinese learning strategies. The study offers valuable insights on Chinese learning motivation, various learning strategies and provides implications for improving Chinese learning and teaching outcomes. It also contributes to the understanding of how cultural background and institutional contexts in Europe influence L2 Chinese learning, offering guidance for refining strategies to promote Chinese language education in European settings.
Article outline
  • 1.Introduction
  • 2.Theoretical background
    • 2.1Language learning strategies
    • 2.2Language learning motivation
    • 2.3The intensity of motivation
    • 2.4Self-regulated learning theory
    • 2.5Language learning motivation and learning strategies
  • 3.Method
    • 3.1Sample
    • 3.2Instruments
      • 3.2.1Language learning motivation
      • 3.2.2The intensity of learning motivation
      • 3.2.3Language learning strategies
    • 3.3Data collection
    • 3.4Data analysis
  • 4.Results
    • 4.1Measurement validation
    • 4.2What are the motivations of European L2 Chinese learners in their Chinese learning? (RQ1)
    • 4.3Relationship between social demographic variables, motivational variables and learning strategies (RQ2-RQ6)
      • 4.3.1How are the learners’ socio‑demographic variables related to their Chinese learning strategies? (RQ2)
      • 4.3.2To what extent do learners’ language-level and learner-level motivation influence their six-category learning strategies after controlling socio‑demographic variables? (RQ3)
      • 4.3.3To what extent does learners’ learning-situation level motivation influence their six-category learning strategies after controlling socio‑demographic characteristics, language- and learner-level motivation? (RQ4)
      • 4.3.4To what extent does learners’ intensity of learning motivation influence their six-category learning strategies after controlling socio‑demographic variables, language-level, learner-level and learning-situation level motivation? (RQ5)
      • 4.3.5In what ways are learners’ social demographic variables, language-level, learner-level, and learning-situation-level motivation and the intensity of learning motivation different in influencing their learning strategies? (RQ6)
  • 5.Discussion and implications
    • 5.1Learning motivation
    • 5.2Socio‑demographic factors and learning strategies
    • 5.3Language-level motivation and learning strategies
    • 5.4Learner- level motivation and learning strategies
    • 5.5Learning situation level motivation and learning strategies
    • 5.6Intensity of learning motivation and learning strategies
  • 6.Limitations and recommendation
  • 7.Conclusion
  • Declaration of interest statement
  • Data availability
  • References
References (57)
References
Alamer, A. (2021). Construct Validation of Self-Determination Theory in Second Language Scale: The Bifactor Exploratory Structural Equation Modeling Approach. Frontiers in Psychology, 121(September), 1–7. Google Scholar logo with link to Google Scholar
Alamer, A. & Lee, J. (2019). A motivational process model explaining L2 saudi students’ achievement of English. System 871:102133. Google Scholar logo with link to Google Scholar
Bai, B. & Guo, W. (2021). Motivation and self-regulated strategy use: Relationships to primary school students’ English writing in Hong Kong. Language Teaching Research, 25(3), 378–399. Google Scholar logo with link to Google Scholar
Bonney, C. R., Cortina, K. S., Smith-Darden, J. P. & Fiori, K. L. (2008). Understanding strategies in foreign language learning: Are integrative and intrinsic motives distinct predictors? Learning and Individual Differences, 18(1), 1–10. Google Scholar logo with link to Google Scholar
Byrne, B. M. (1994). Structural equation modeling with EQS and EQS/Windows. Thousand Oaks, CA: Sage Publications.Google Scholar logo with link to Google Scholar
Cai, L. & Lynch, R. (2017). the Relationship Between Motivation for Learning Chinese As a Foreign Language and Chinese Achievement of Grade 9 Students At Ekamai International School in Bangkok, Thailand. 63–77. [URL]
Cao, G. (2022). Toward the favorable consequences of academic motivation and L2 enjoyment for students’ willingness to communicate in the second language (L2WTC). Frontiers in Psychology, 131. Google Scholar logo with link to Google Scholar
Carreira, J. M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students. System, 391, 90–102. Google Scholar logo with link to Google Scholar
Chamot, A. U. (2005). Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics, 251, 112–30. Google Scholar logo with link to Google Scholar
Chen, T.. (2021). Word Learning in L2 Chinese: from Perspectives of Learner-Related and Language-Related Factors. J Psycholinguist Res, 501, 663–680. Google Scholar logo with link to Google Scholar
Comajoan, L. (2018). Cognitive grammar learning strategies in the acquisition of tense-aspect morphology in L3 Catalan. Language Acquisition, 26(3), 262–281. Google Scholar logo with link to Google Scholar
Csizér, K. & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern Language Journal, 89(1), 19–36. Google Scholar logo with link to Google Scholar
Demirel, M.. (2012). Language learning strategies of undergraduate students. Hacettepe University Journal of Education, 431(2012), 141–153.Google Scholar logo with link to Google Scholar
Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3), 273–284. Google Scholar logo with link to Google Scholar
Fornell, C. & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39–50. Google Scholar logo with link to Google Scholar
Gardner, R. C. (2005). Attitude / Motivation Test Battery: International AMTB Research Project. The University of Western Ontario, [URL].
(2010). Motivation and second language acquisition: The socio-educational model. New York, NY: Peter Lang Publishing.Google Scholar logo with link to Google Scholar
Gardner, R. C. & MacIntyre, P. D. (1993). A student’s contributions to second-language learning. Part II: Affective variables. Lang. Teach. 261, 1–11. Google Scholar logo with link to Google Scholar
Gojkov-Rajić, A., Šafranj, J. & Gak, D. (2023). Self-Confidence in Metacognitive Processes in L2 Learning. International Journal of Cognitive Research in Science, Engineering and Education, 11(1), 1–13. Google Scholar logo with link to Google Scholar
Hair, J., Black, W. C., Babin, B. J. & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, New Jersey: Pearson Educational International.Google Scholar logo with link to Google Scholar
Hernandez, T. A. (2008). Integrative motivation as a predictor of achievement in the foreign language classroom. Applied Language Learning, 181, 1–15.Google Scholar logo with link to Google Scholar
Hu, B.. (2010). The challenges of Chinese: a preliminary study of UK learners’ perceptions of difficulty. The Language Learning Journal, 38(1), 99–118. Google Scholar logo with link to Google Scholar
Hu, L. T. & Bentler, P. M. (1999). “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria Versus New Alternatives,” Structural Equation Modeling, 6 (1), 1–55. Google Scholar logo with link to Google Scholar
Hu, X. & McGeown, S. (2020). Exploring the relationship between for- eign language motivation and achievement among primary school students learning English in China. System, 891, 102199. Google Scholar logo with link to Google Scholar
Hutagalung, F., Chew, F. P.& Ter, T. C. (2020). Motivational intensity as the mediator of orientation and attitudinal with the achievement of Chinese language among the preservice teachers. International Journal of Instruction, 13(4), 937–956. Google Scholar logo with link to Google Scholar
Joseph, F. H. & Arthor, H. M. (2007). Research Method for Business. John Wiley & Sons Ltd.Google Scholar logo with link to Google Scholar
Lan, G., Zhao, X. & Gong, M. (2023). Motivational intensity and willingness to communicate in L2 learning: A moderated mediation model of enjoyment, boredom, and shyness. System, 1171(August), 103116. Google Scholar logo with link to Google Scholar
Lan, Y. J. (2015). Contextual EFL learning in a 3D virtual environment. Lang. Learn. Technol, 191, 16–31.Google Scholar logo with link to Google Scholar
Lin, L., Lam, W. I. & Tse, S. K. (2021). Motivational Strategies, Language Learning Strategies, and Literal and Inferential Comprehension in Second Language Chinese Reading: A Structural Equation Modeling Study. Frontiers in Psychology, 121(August), 1–13. Google Scholar logo with link to Google Scholar
Lisa, W. (2013). Apprehension and motivation among adolescent dual language peers: perceptions and awareness about self-directed teaching and learning. Language and Education, 27(1), 1–21, Google Scholar logo with link to Google Scholar
Liu, M.. (2007). Chinese students’ motivation to learn English at the tertiary level. ASIAN EFL Journal, 9(1), 126–146.Google Scholar logo with link to Google Scholar
Liu, S. (2020). Learning the Chinese language on a non-traditional path: a case study. Language Learning Journal, 0(0), 1–19. Google Scholar logo with link to Google Scholar
Macaro, E. (2001). Learning Strategies in Foreign and Second Language Classrooms. Continuum, London.Google Scholar logo with link to Google Scholar
Oxford, R. (1990). Language learning strategies: What every teacher should know. Englewood Cliffs, NJ: Newbury House.Google Scholar logo with link to Google Scholar
(2001). Language Learning Styles and Strategies. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language. Boston, MA: Heinle and Heinle.Google Scholar logo with link to Google Scholar
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). New York: Routledge.Google Scholar logo with link to Google Scholar
Park, G. P. & Lim, Y. S. (2023). Contributions of Self-Efficacy to Learning Strategies Mediated by Instrumental and Integrative Motivation. Asia-Pacific Education Researcher. Google Scholar logo with link to Google Scholar
Portela, D. M. P. (2012). Contributo das Técnicas de Análise Fatorial para o Estudo do Programa “Ocupação Científica de Jovens nas Férias.” Universidade aberta 2010.Google Scholar logo with link to Google Scholar
Rubin, J. (1975). What the “Good Language Learner” can teach us. TESOL Quarterley. 91:41–51. Google Scholar logo with link to Google Scholar
Schiller, E. & Dorner, H. (2021). Factors influencing senior learners’ language learning motivation. A Hungarian perspective. Journal of Adult Learning, Knowledge and Innovation, 1–10. Google Scholar logo with link to Google Scholar
Schmidt, R. & Watanabe, Y. (2001). Motivation, strategy use, and pedagogical preferences inforeign language learning. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (Technical Report #23, pp. 313–359). Honolulu: University ofHawai‘i, Second Language Teaching and Curriculum Center.Google Scholar logo with link to Google Scholar
Shao, K., Reinhard, P. & Laura, J. (2019). Emotions in classroom language learning: What can we learn from achievement emotion research? System 861. 102121. Google Scholar logo with link to Google Scholar
Sun, P. P. (2020). L2 Learning and Speaking: A Literature Review. In: Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance. Springer, Singapore. Google Scholar logo with link to Google Scholar
(2023). The influence of cognitive, affective, and sociocul- tural individual differences on L2 Chinese speech performance: A multiple indicators multiple causes approach. Psycholinguistic Research, 52(1), 217–239. Google Scholar logo with link to Google Scholar
Sun, P. P., Yang, Q. & Hou, X. (2023). New Zealand primary school students’ motivation and strategy use for learning Chinese-as-a-foreign-language. Journal of Educational Research, 116(3), 171–185. Google Scholar logo with link to Google Scholar
Tan, T. G., Hoe, F. T.& Chui, H. C. (2016). The Motivation of Undergraduates Learning Mandarin As a. January. 5(1), 2016 e-Academia Journal UiTMT ([URL])
Teng, M. F., Wang, C. & Wu, J. G. (2021). Metacognitive Strategies, Language Learning Motivation, Self-Efficacy Belief, and English Achievement During Remote Learning: A Structural Equation Modelling Approach. RELC Journal, August. Google Scholar logo with link to Google Scholar
Tsung, L. & Cruickshank, K. (2011). Emerging trends and issues in teaching and learning Chinese. In Teaching and Learning Chinese in Global Contexts, ed. L. Tsung and K. Cruickshank, 1–10. New York, NY: Continuum International Publishing.Google Scholar logo with link to Google Scholar
Uztosun, M. S. (2021). Foreign language speaking competence and self-regulated speaking motivation. Foreign Language Annals, 54(2), 410–428. Google Scholar logo with link to Google Scholar
Vance, S. J. (1999). Language Learning Strategies: Is There a Best Way To Teach Them? 201. [URL]
Wang, C., Zhu, S. & Zhang, H. (2022). Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis. Frontiers in Psychology, 131(November), 1–13. Google Scholar logo with link to Google Scholar
Wen, Z., Sparks, R., Biedroń, A. & Teng, M. (2023). Cognitive Individual Differences in Second Language Acquisition: Theories, Assessment and Pedagogy. Berlin, Boston: De Gruyter Mouton. Google Scholar logo with link to Google Scholar
Wu, S., Liu, D., & Li, Z. (2023). Testing the Bottleneck Hypothesis: Chinese EFL learners’ knowledge of morphology and syntax across proficiency levels. Second Language Research, 39(4), 1191–1217. Google Scholar logo with link to Google Scholar
Yu, Y. & Wang, B. (2009). A study of language learning strategy use in the context of EFL curriculum and pedagogy reform in China. Asia Pacific Journal of Education, 29(4), 457–468. Google Scholar logo with link to Google Scholar
Zhang, R. & Zou, D. (2022). Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Computer Assisted Language Learning, 37(4), 720–765. [URL]
Zhang, Y., Lin, C. H., Zhang, D. & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. Br J Educ Psychol, 871, 57–74. Google Scholar logo with link to Google Scholar
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue