Motivation and Language Learning with Students of Chinese1

Abstract

ABSTRACT The present study investigates the motivational factors of students who are from Asian and Asian‐American backgrounds and learn Chinese at the university level in the United States. Seventy‐seven students at the beginning and intermediate levels of proficiency participated in the study. The data were collected through a survey method. Factor analysis, regression procedures, t‐tests, and correlation coefficients were used to address the research questions.The results of the study indicate that intrinsic interest in Chinese culture and the desire to understand one's own cultural heritage are the initial motivation for students to start learning the Chinese language. Expectations of learning task and effort keep students continuing their Chinese at the intermediate level. In addition, motivational factors correlate significantly with desired learning outcomes from the expectancy theory. Based upon the findings, recommendations are made to enhance students' motivation, expectancy, and self‐efficacy in learning.