Developing literacy or focusing on interaction: New Zealand students’ strategic efforts related to Chinese language learning during study abroad in China

System ◽  
2021 ◽  
Vol 98 ◽  
pp. 102462
Author(s):  
Gong Yang ◽  
Guo Quanjiang ◽  
Li Michael ◽  
Lai Chun ◽  
Wang Chuang
Keyword(s):  
New Zealand ◽  
Study Abroad ◽  
Language Learning ◽  
Chinese Language ◽  
Chinese Language Learning

scholarly journals Sustaining International Students’ Learning of Chinese in China: Shifting Motivations among New Zealand Students during Study Abroad

2020 ◽  
Vol 12 (15) ◽  
pp. 6289 ◽  
Author(s):  
Yang (Frank) Gong ◽  
Mengyao Ma ◽  
Tien Ping Hsiang ◽  
Chuang Wang
Keyword(s):  
New Zealand ◽  
International Students ◽  
Study Abroad ◽  
Language Learning ◽  
Educational Stakeholders ◽  
Language Learning Motivation ◽  
Chinese Language Learning ◽  
Motivation For Learning ◽  
Before And After

This paper reports on an inquiry that examined groups of New Zealand students’ motivational shifts related to learning Chinese before and after relocation to China. In the inquiry, we encouraged 15 participants to write reflective journals and conducted two rounds of interviews before and after their study abroad trip to China. The analysis revealed that most participants had their motivation enhanced by the trip, and expected to sustain their heightened motivation for learning Chinese in the future. The findings suggest that the participants’ motivational shifts happened during their period of study abroad in China, and were prompted by their new pedagogical environment and individual learning experiences. In other words, the motivational enhancement emerged from ongoing interactions between the participants’ L2 self-concepts (e.g., ideal L2 selves) and learning and sociocultural contexts in China. These findings offer fresh insights into the dynamic nature of Chinese language learning motivation and the role of formal and informal settings in the participants’ learning of Chinese. They imply that educational stakeholders need to provide authentic communication opportunities and resources to enhance international students’ motivation for the sustainable learning of Chinese.

Measuring Mobile Experience in Chinese Language Learning

2022 ◽  
pp. 217-231
Author(s):  
Chenxiang Elaine Ji
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Research Question ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Future Research ◽  
Online Questionnaire ◽  
Chinese Language Learning ◽  
Different Levels

After mapping dimensions and directions of experience in applying mobile technologies to Chinese language learning, another key task is to measure different levels of experience in terms of its dimensions and directions of learners' experience in leveraging mobile technologies, mobile learning apps in particular. Equipped with the proposed 6E-r framework of mobile experience, this chapter provides indicators and criteria in measuring mobile learning experience in applying mobile technologies to Chinese language learning around the world. This chapter also developed an online questionnaire for future research reference in order to successfully gauge the different levels of experience in applying mobile technologies to Chinese language learning. Ultimately, this chapter attempted to resolve the research question, that is, how mobile learning experience is enhanced by narrowing the gap between the normative experience and the empirical experience.

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