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 A Systematic Review of Chinese Language Learning Strategies in the Past Decade (2011-2020)

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Xi Mizhe ◽  
Ng Chwee Fang ◽  
Mohd Azidan Abdul Jabar ◽  
Ilyana Jalaluddin
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Empirical Studies ◽  
Chinese Language ◽  
Language Learning Strategies ◽  
Learning And Teaching ◽  
Chinese Language Learning ◽  
Chinese Learning ◽  
Theoretical Paradigms

Empirical studies and literature on Chinese language learning strategies (CLLS) in China and abroad have outlined theoretical introductions and case descriptions for nearly a decade. Reportedly, studies on CLLS indicated the following characteristics: The study respondents were primarily international students in China gearing towards regionalisation, nationalisation, or localisation. Furthermore, the qualitative study method followed an empirical, comprehensive, and descriptive learning strategy, such as observations and interviews. However, although the factors influencing learning strategies were gradually becoming diversified, several study limitations were identified (uneven regional studies, insufficient research samples, single research methods, and lack of theoretical paradigms in training learning strategies). Hence, researchers needed to conduct in-depth studies and deeply perceive CLLS to promote Chinese learning and teaching.

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.

scholarly journals Using scaffolding resources to facilitate international students’ autonomous online Chinese as a Second Language learning A case study during the COVID-19 pandemic

2020 ◽  
Author(s):  
Chen Chen
Keyword(s):  
Second Language ◽  
International Students ◽  
Language Learning ◽  
Chinese Language ◽  
Study Data ◽  
Linear Process ◽  
Skill Learning ◽  
Individual Interviews ◽  
Long Time

Abstract: This case study explores international Chinese as a Second Language (CSL) students’ use of embedded scaffolding resources to facilitate their Chinese language learning in an autonomous online context during the COVID-19 pandemic. A total of 60 international students enrolled in a Chinese university participated in study. Data were collected via participants’ reflective reports, teacher-led tutorials and individual interviews. This study found that scaffolding resources could be a good facilitator to enhance international CSL students’ autonomy in online Chinese language skill learning, which was not a linear process but a recursive one. In terms of intercultural learning, scaffolding resources were not effective on promoting students’ online learning autonomy. They preferred teachers’ support to their learning. These findings could be instructive for online CSL education during the COVID-19 pandemic, when Learn From Home policy of Chinese universities will last for a long time. Recommendations for future studies are provided on the base of these findings as well.

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 Using scaffolding resources to facilitate international students’ autonomous online Chinese as a Second Language learning A case study during the COVID-19 pandemic

2020 ◽  
Author(s):  
Chen Chen
Keyword(s):  
Second Language ◽  
International Students ◽  
Language Learning ◽  
Chinese Language ◽  
Study Data ◽  
Linear Process ◽  
Skill Learning ◽  
Individual Interviews ◽  
Long Time

Abstract: This case study explores international Chinese as a Second Language (CSL) students’ use of embedded scaffolding resources to facilitate their Chinese language learning in an autonomous online context during the COVID-19 pandemic. A total of 60 international students enrolled in a Chinese university participated in study. Data were collected via participants’ reflective reports, teacher-led tutorials and individual interviews. This study found that scaffolding resources could be a good facilitator to enhance international CSL students’ autonomy in online Chinese language skill learning, which was not a linear process but a recursive one. In terms of intercultural learning, scaffolding resources were not effective on promoting students’ online learning autonomy. They preferred teachers’ support to their learning. These findings could be instructive for online CSL education during the COVID-19 pandemic, when Learn From Home policy of Chinese universities will last for a long time. Recommendations for future studies are provided on the base of these findings as well.

scholarly journals The Effect of Language Dominance on the Selective Attention of Segments and Tones in Urdu-Cantonese Speakers

2021 ◽  
Vol 12 ◽  
Author(s):  
Yi Liu ◽  
Jinghong Ning
Keyword(s):  
Selective Attention ◽  
Language Learning ◽  
Native Speakers ◽  
Chinese Language ◽  
Vital Role ◽  
Strategic Knowledge ◽  
Grammatical Knowledge ◽  
Language Dominance ◽  
Learning And Teaching ◽  
Chinese Language Learning

To perceive a second language (L2), non-native speakers not only have to focus on phonological, lexical, and grammatical knowledge, but also need to develop a good mastery of L2 strategic knowledge, including selective attention and language planning. Previous research has found that non-tonal speakers are overtly attentive to segments, while tonal language speakers give more attention to tones. However, it is unclear how different dominant language speakers distribute their attention while processing segments or tones and segments and tones stimuli in non-native speeches. The present study also aims to examine the roles of language dominance play in the designed perceptual tasks. In the current study 20 Cantonese native speakers, 18 Cantonese-dominants, and 18 Urdu-dominants participated in an attention distribution experiment in Cantonese. The results show that the Urdu-dominants retain their L1 attentional strategy in the processing of Cantonese stimuli, classifying the stimuli along segments, while the Cantonese native speakers are more attentive to tones. Moreover, the Cantonese-dominants show a perceptual flexibility as highly proficient and experienced listeners. The results reveal that language dominance plays a vital role in listeners' attention distribution. The research also supports PAM-L2 theory on bilingual. The findings of the current study can be applied to Chinese language learning and teaching and language acquisition studies.

Sign in / Sign up

Export Citation Format

Share Document