The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language
Issued Date
2022-08-16
Resource Type
eISSN
16641078
Scopus ID
2-s2.0-85137187760
Journal Title
Frontiers in Psychology
Volume
13
Rights Holder(s)
SCOPUS
Bibliographic Citation
Frontiers in Psychology Vol.13 (2022)
Suggested Citation
Xu W., Zhang H., Sukjairungwattana P., Wang T. The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language. Frontiers in Psychology Vol.13 (2022). doi:10.3389/fpsyg.2022.962492 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/86942
Title
The roles of motivation, anxiety and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
The impact of motivation, anxiety and learning strategies on the achievement of foreign language proficiency has been widely acknowledged in the context of traditional offline classroom settings. However, this issue has not been extensively documented in relation to online learning, which has become the predominant form of language learning during the period of the COVID-19 pandemic. The current study was conducted to investigate the relative prediction of motivation, anxiety and learning strategies for second language achievement among 90 Thai adult learners of Chinese as a foreign language (CFL) who took online Chinese courses. The participants completed a questionnaire dealing with motivation, anxiety, learning strategies, and their Chinese proficiency was measured by self-report and a Chinese vocabulary size test. A series of hierarchical regression analyses revealed two major findings. First, anxiety emerged as the most stable factor for the participants' CFL achievement, followed by learning strategies and motivation. Second, motivation, anxiety and learning strategies only significantly predicted the participants' self-rated Chinese language proficiency, but not their performance on the Chinese vocabulary size test. The overall results indicate the relative importance of motivation, anxiety and learning strategies to Chinese language learning in the online environment and suggest different measures of CFL achievement may lead to different research findings. The general findings were of theoretical and pedagogical significance for understanding and addressing individual differences factors in online language learning.
