scholarly journals Chinese Language Learning Anxiety: The Case of International Students in Northeast Normal University

2021 ◽  
Vol 14 (18) ◽  
pp. 1434-1441
Author(s):  
Esayas Teshome Taddese ◽  
◽  
Déborah Gessel ◽  
Xue Han
Keyword(s):  
International Students ◽  
Language Learning ◽  
Chinese Language ◽  
Learning Anxiety ◽  
Chinese Language Learning ◽  
Normal University ◽  
Language Learning Anxiety

Chinese Language Learning Anxiety: A Study of Heritage Learners

2015 ◽  
Vol 12 (1) ◽  
pp. 22-47 ◽  
Author(s):  
Han Luo
Keyword(s):  
Language Learning ◽  
Chinese Language ◽  
Learning Ability ◽  
Difficulty Level ◽  
Heritage Learners ◽  
Language Background ◽  
Reading And Writing ◽  
Learning Anxiety ◽  
Chinese Language Learning ◽  
Language Learning Anxiety

This study examines Chinese language learning anxiety and its associated factors among heritage learners. Heritage learners are those who have at least one parent whose native language is a variety of Chinese. They form three sub-groups: heritage learners without a Chinese language background, heritage learners with a background in Mandarin, and heritage learners with a nonMandarin variety background. Chinese heritage learners were found to experience lower levels of anxiety compared to foreign language learners in previous studies and to be more anxious about reading and writing than about speaking and listening. The three sub-groups of Chinese heritage learners’ anxiety experiences in Chinese classes were different. Heritage learners without a Chinese language background were the most anxious, followed by heritage learners with a non-Mandarin variety background, with the Mandarin group being the least anxious. The Mandarin group was significantly less anxious about speaking and listening than the other two groups. The three sub-groups’ anxiety experiences associated with reading and writing tended to be more similar. Correlation and multiple regression results showed that motivation, perceived difficulty level of Chinese, perceived language learning ability, and self-perceived achievement in Chinese classes were significant predictors of anxiety.

scholarly journals Predictors of Foreign Language Anxiety: A Study of College-Level L2 Learners of Chinese

2018 ◽  
Vol 41 (1) ◽  
pp. 3-24
Author(s):  
Han Luo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Chinese Language ◽  
Foreign Language Learning ◽  
Learning Ability ◽  
Foreign Language Anxiety ◽  
College Level ◽  
Learning Anxiety ◽  
Chinese Language Learning ◽  
Language Learning Anxiety

AbstractThis study investigated seven learner variables (i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language) as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.

A measure of Chinese language learning anxiety: Scale development and preliminary validation

2014 ◽  
Vol 3 (2) ◽  
pp. 147-174 ◽  
Author(s):  
Han Luo
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Discriminant Validity ◽  
Chinese Language ◽  
Internal Consistency Reliability ◽  
Anxiety Scale ◽  
Speaking Anxiety ◽  
Learning Anxiety ◽  
Chinese Language Learning ◽  
Language Learning Anxiety

AbstractAs the Foreign Language Classroom Anxiety Scale (FLCAS), the most widely used measure for foreign language anxiety, is a generic instrument that mainly addresses speaking anxiety and does not take into consideration of the characteristics of target languages, this study attempts to develop a Chinese Language Learning Anxiety Scale reflective of anxieties associated with the four skills. The initial pool of items approved by five experts were administered to 447 Chinese language learners from two large public universities in the U.S. Exploratory factor analyses yielded a three-factor solution of the scale, i.e., Speaking Anxiety, Listening Anxiety, and Reading & Writing Anxiety, lending support to the construct validity of the scale. Results of reliability analysis and correlation analyses indicated that the Chinese Language Learning Anxiety Scale and its three sub-scales have good internal consistency reliability, convergent and discriminant validity, and criterion-related validity.

scholarly journals The Multiple Ideologies of Shaping Cambodian Students’ Chinese Language Learning Experiences

2019 ◽  
Vol 12 (11) ◽  
pp. 1
Author(s):  
Jia Li ◽  
Juan Dong ◽  
Xia Li
Keyword(s):  
Higher Education ◽  
International Students ◽  
Language Learning ◽  
Soft Power ◽  
Chinese Language ◽  
Learning Experiences ◽  
Structured Interview ◽  
Chinese Government ◽  
Chinese Language Learning ◽  
Higher Education In China

In light of the increasing prominence of China’s Belt and Road (B&R) Initiatives and China’s soft power projection to its neighboring countries, China's relations with Southeast Asian countries are getting closer. In recent years, a large number of Cambodian students have come to China for higher education. Informed by the theories of linguistic capital and language ideology, the present study aims to study the the macro-social factors mediated in the Cambodian students’ Chinese language learning experiences. For current study, the data was collected from Guizhou Minzu University and Qiannan Normal University for Nationalities through semi-structured interview, questionnaire, online interactions, and the collection of linguistic autobiographies as well as other relevant documents and materials. The findings of the study show that there are four main factors influencing Cambodian students’ higher education in China: (i) political factors: national and governmental policies; (ii) cultural factors: historical influences; (iii) educational factors: influences of schools and communities, parental strategies; (iv) economic factors: employment prospects and tourism. Based on the findings mentioned above, the study suggests that given the rapid increasing number of Cambodian international students in China, it is imperative for Chinese government and universities to consider how to better meet Cambodian international students’ study needs and employment prospects.

scholarly journals The Effects of Online Learning on Alleviating Students’ Chinese Language Learning Anxiety: A Study in a Chinese University

2021 ◽  
Vol 4 (2) ◽  
pp. p85
Author(s):  
Chen Chen
Keyword(s):  
Online Learning ◽  
International Students ◽  
Language Learning ◽  
Chinese Language ◽  
Foreign Language Anxiety ◽  
Learning And Teaching ◽  
Individual Interviews ◽  
Chinese University ◽  
Chinese Language Learning ◽  
Chinese Learning

This study aims at investigating the effects of online learning on alleviating international Chinese as a Second Language students’ foreign language anxiety. Participants of the study were 240 international students enrolled in a Chinese university, being divided into two groups. In-class Group remained their routine Chinese learning by following a traditional textbook-based approach, while Online Group employed computers and the Internet. Data collection were administrated via two questionnaires with all 240 participants, in-depth individual interviews with eight student participants and their reflective reports. This study found that online learning could relieve international students’ listening, speaking and writing anxiety, but increase students’ reading anxiety. The study also revealed the sources of students’ anxieties in Chinese learning in both contexts. Implications for the employment of the online approach in Chinese language learning and teaching for further development are made on the base of these findings. Recommendations for future studies are also provided.

scholarly journals Foreign language learning anxiety: A comparison between high school and university students

2018 ◽  
Vol 15 (3) ◽  
pp. 1584
Author(s):  
Gökhan Baş ◽  
Mehmet Özcan
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Educational Status ◽  
Monthly Income ◽  
Learning Anxiety ◽  
Anxiety Levels ◽  
Language Learning Anxiety

This research aimed to identify the differences in foreign language learning (FLL) anxiety levels between high school and university students based on some variables such as gender, current educational status, parents’ (father and mother) educational status, and monthly income of families.  The survey model was adopted in the research.  The research included high school (n = 333) and university (n = 341) students from Nigde and Afyonkarahisar provinces. In the research, “Foreign Language Learning Anxiety Scale” (FLLAS) was used in order to collect data. For the analyses of the data, independent samples t-test and one-way ANOVA were performed. The results of the research indicated that gender, fathers’ educational status and monthly income of family variables did not have a significant impact on foreign language anxiety levels of high school and university students. It was also found that students’ educational status as well as their mothers’ educational status variables influenced their FLL anxiety significantly.

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