Chinese As A Foreign Language Learners Research Articles

Positive psychology probe: Assessing impact factors on CFL learners’ Chinese language learning through the EMPATHICS model and Q methodology

The growing prominence of Chinese, driven by initiatives like the “Belt and Road,” has led to a surge in demand for Chinese language learning among international students. However, this endeavor faces challenges due to cultural differences and the complexity of Chinese linguistics. This study explores the impact factors on Chinese as a Foreign Language (CFL) learners by integrating positive psychology, the EMPATHICS model, and Q methodology. Investigating the experiences of 31 learners at a Shanghai university, the findings revealed three distinct factors: “Proactive Exploration,” “Communication and Empathy,” and “Positive Attitude,” representing a unique combination of well-being dimensions influencing learners' experiences. The study highlights the importance of considering multiple well-being dimensions in designing learner support systems and tailoring teaching strategies to specific learner needs. The EMPATHICS model and Q methodology demonstrate utility in assessing impact factors on CFL learners’ well-being, offering practical recommendations for enhancing learner satisfaction and success. Despite limitations, this study contributes insights to Chinese as a foreign language education, emphasizing a comprehensive focus on learner well-being and the value of Q methodology as a research tool.

Validating the short-form of foreign language classroom burnout, boredom and anxiety scales in online Chinese learning

The digital classroom has become a crucible for complex emotional stressors such as burnout, boredom, and anxiety. The short-form of foreign language classroom burnout, boredom, and anxiety scales (S-FLCBUS, S-FLCBS, and S-FLCAS) have been widely used. However, few studies have assessed the validity and reliability of S-FLCBUS, S-FLCBS, and S-FLCAS in the context of learning Chinese as a foreign language (CFL), especially in online learning environment. To address this issue, a sample of n = 662 CFL learners in online classes was utilized in the validation efforts, including multiple rounds of exploratory and confirmatory factor analysis, the establishment of convergent, discriminant, and criterion-related validity tests, and structural equation modeling. The findings revealed an adjusted 8-item two-factor S-FLCBUS and a 6-item unidimensional S-FLCAS and supported the 8-item unidimensional S-FLCBS, demonstrating excellent reliability and validity. This research provides a replicable template for future psychometric-scale development in second language acquisition, contributing to emotion research in diverse settings.

Effective character teaching methods for L1 English Chinese-as-a-foreign-language learners

Abstract Chinese character instruction has been one of the most challenging aspects in teaching Chinese as a Foreign Language (CFL). CFL teachers need access to a pool of effective character teaching methods to practice evidence-based and research-informed teaching. This synthesis study comprises an exhaustive search of literature published from 1952 to the present on character instruction for L1 English CFL learners and a systematic review of 22 articles identified through that search. The articles were cross analyzed in terms of research methods, learners’ proficiency levels, learning settings, methodological approaches, and theoretical bases. The analysis found an increasing number of studies on character teaching methods in the past ten years and that technology plays an important role in the design of these methods. Six categories of character instructional methods were identified out of the 39 methods examined in the literature. Within five of the categories, effective methods were identified, described, and discussed. Analysis of the data points out the strengths and weaknesses of the current research on character teaching and highlights the need for more research on character learning with younger learners and on using different approaches at the curriculum level. This article concludes by identifying the next steps to take and calling for more action research to examine the application cycle of these effective methods in classroom teaching.

Satisfaction with Online Chinese Learning among International Students in China: A Study Based on the fsQCA Method

The outbreak of the COVID-19 pandemic compelled Chinese international education to swiftly move online. Conducted in late 2021, this survey study collected self-reported data on online learning environments, student engagement, Chinese as a foreign language (CFL) learning achievement, and student satisfaction among 440 international students in Chinese higher education institutions. Based on the configuration perspective, fuzzy set qualitative comparative analysis (fsQCA) was used to explore the multiple concurrent paths of the online learning environment (the accessibility of online learning resources, student interaction, teacher support, course organization), student engagement, and learning achievement affecting international students’ online CFL learning satisfaction. The results indicate that satisfactory teacher support combined with student engagement was an important path leading to international students’ satisfaction with online CFL learning. Meanwhile, the inadequate accessibility of online learning resources combined with the absence of learning achievement was likely to trigger international students’ dissatisfaction with online CFL learning.

The Development of a Task-Based Chinese Speaking Instructional Model for Chinese as a Foreign Language Learners in Thailand

This research aimed to (1) develop a task-based Chinese speaking (TBCS) instructional model to enhance the Chinese speaking skills of beginner-level Thai learners studying Chinese as a foreign language (CFL), (2) implement the developed TBCS instructional model with beginner-level Thai CFL learners for refinement, and (3) evaluate the suitability of the developed model by seeking experts’ opinions. The participants of this research included 5 experts specialized in instructional model design and teaching Chinese as a foreign language, as well as 22 beginner-level Thai CFL learners enrolled in a Chinese program at a public high school in Thailand. Research instruments included the TBCS instructional model with 12 lesson plans and the expert evaluation form. The collected data were analyzed by using mean, standard deviation, and percentage. The research findings revealed that (1) the developed TBCS instructional model consisted of 7 key elements: goals and assumptions, teaching procedures, learning environment, principles and reactions, support system, application, and instructional and nurturant effects, with the teaching procedures comprising of 4 major steps: activate prior experience, build language skills, carry out tasks, and deepen understanding, (2) the students had successful speaking performance after studying through the developed model, and (3) the suitability of the developed TBCS instructional model was evaluated by experts at the highest level.

Modeling the relationships among teacher instruction, learner belief, and learning strategies in Chinese character learning by alphabetic learners

With the increasing research on self-regulated learning of English as a foreign language, scant attention has been devoted to investigating Chinese as a foreign language (CFL). To partially address this issue, we investigated self-regulated Chinese character learning by alphabetic learners. Using structural equation modeling, we constructed a model of the relationship among teachers’ instructions, learners’ beliefs, and learning strategies based on a survey of 202 CFL learners. The model indicated that teachers’ instructions directly and positively affect learners’ beliefs and learning strategies. However, learners’ beliefs cannot predict what strategies they adopt in character learning. The findings of this study shed light on the effective teaching of Chinese characters to CFL learners. We suggest that in addition to shape-related and pronunciation-related instructions, CFL learners should be provided with more meaning-related instructions and that Chinese character typing should be introduced to facilitate the learners’ use of effective strategies in self-regulated character learning.

The evasive responses of learners of Chinese as a foreign language in daily interaction: A speech act point of view

AbstractIn this paper, I explore the interactional phenomenon of evasion by using Edmondson and House's (1981) typology, which divides speech act categories into ‘Substantive’ and ‘Ritual’ speech acts. First, I examined which speech acts are used by native Chinese speakers and learners of Chinese as a foreign language (CFL) to realise evasive interactional responses in the Chinese linguaculture. Second, I compared the ways in which native speakers of Chinese and CFL learners realise evasions. Data were collected from 20 CFL learners and 20 native Chinese speakers, who completed a Discourse Completion Test featuring conflict scenarios such as a choice between lying and hurting someone's feelings. The results showed that the most frequented speech in evasive responses are Opine and Tell. Native Chinese speakers tend to use internal modification in the form of downgraders and honorifics, while CFL learners tend to use external mitigators.

The Effectiveness of Using Memrise Application to Learn Chinese Characters by American Middle School Students - A Pilot Study

This study examined the effectiveness of Memrise application in motivating American middle school students to learn Chinese as a foreign language (CFL). Participants (N = 27) in the study were middle school students enrolled in CFL courses in an urban public middle school in the Midwestern region of the United States. During the study, the experimental group used the Memrise application while the control group used the traditional paper-made flashcards to learn new Chinese characters. Results of the mixed-design ANOVA indicated that there was no significant (p .05) difference in the scores between students in the experimental and control groups on Chinese characters acquisition. However, the Group main effect was significant (p .001), indicating that the students in the experimental group had stronger motivation in learning CFL than those in the control group. It is suggested that further research should include a larger sample size and other types of CFL learning applications.

Chinese Education at Confucius Institutes in Belgium: A Pedagogical and Socio-Cultural Perspective

This poster presents the overview and the first step of the PhD project Chinese Education at Confucius Institutes in Belgium: A Pedagogical and Socio-Cultural Perspective. In recent decades, the enhanced globalization (Badwan, 2021) and mobility (McWilliams, 2008) have increased the complexity in foreign language classrooms in multilingual contexts (Bonnet & Siemund, 2018). It is thus worthwhile to explore the dynamics among diverse pedagogical and socio-cultural factors in real-life practices of foreign language education. Situating this issue in Belgium, this project investigates Chinese as a foreign language (CFL) education at local Confucius Institutes (CIs), aiming to provide insights into educational approaches at CIs as designed; delivered and received by different stakeholders (administrators, teachers, and learners). In the sections of Project Overview and Research Design of the poster, the key information on the project is summarized. First of all, Research questions identify the scope of the research, probing mainly in the following directions: What are the gaps between actual local educational practices at CIs in Belgium and CIs’ official educational objectives? To what extent does the teaching of CFL at CIs reflect Belgian learners’ socio-cultural backgrounds? What are the pedagogical and managerial practices exerted at CIs in Belgium? How do these pedagogical and managerial practices interact with local socio-cultural contexts? It is evident from the Research questions that the project mainly focuses on the potential misalignment between official objectives and on-site practices of management, teaching, and learning at CIs in Belgium, as well as the interplay of local socio-cultural factors (e.g., language conflicts, language ideology) in such educational contexts. In regard to Methodology, a mixed methods approach is chosen for data collection, in order to tackle the research questions from both qualitative and quantitative perspectives. A variety of data collection instruments including interviews, classroom observations, and a survey questionnaire are applied among three main target groups, namely, administrators, CFL teachers, and CFL learners at CIs in Belgium. The section on Research design then synthesizes the key information of the project in a multilayered structure. At the outer layer, the official objectives of CIs are examined through document analysis. The inner layers of Administrators, Teachers, and Learners are then studied by employing fitted data collection instruments, with the foci on the status quo and the relevant socio-cultural factors. For example, the target group of teachers triggers the research on local socio-cultural contexts of CFL teaching, and the current teaching methods and classroom practices conducted by the CFL teachers at CIs in Belgium. Hence, interview and classroom observation data are collected to analyze these aspects. The next section on First Step of the Project provides general information on the initial systematic review of the project, which is a review of post-2010 literature on the administration at CIs around the globe. In the total research project, it is situated at the inner layer of Administrators of Research Design, acting as a preparatory study for the empirical research on administrators at CIs in Belgium, in order to tackle Research question ① and ③. The aim of this systematic review is to examine the actual managerial practices at CIs in different areas, especially regarding the misalignment of CIs’ official objectives in local institutions. The article selection routine follows the PRISMA guidelines (Page, M. J. et al., 2021) with “Confucius Institutes/CIs” as the search term. 347 articles were selected with research foci in seven categories and cases from 46 countries/regions. Relevant contents of the selected articles are then extracted for Thematic analysis, based on which a Coding tree of themes with three levels of generalization is constructed in the section of Present Findings. Level 1 of the coding tree is developed from the research aim of the systematic review, namely, to map CIs’ official status (Overview of CIs' management) and CIs’ actual managerial practices (successes, problems, and suggestions), which are then deconstructed. The practical sides of CIs’ management are categorized in the three most relevant aspects of Management, Education, and Intercultural communication at Level 2. Themes for further analysis surface at Level 3 and stand for the most prominent messages of the upper-level categories. For instance, the Level 3 theme “Lack of local socio-cultural concern” reflects one aspect of key information of the Level 1 and Level 2 categories “Problems of CIs' management – Management”. Finally, the Conclusion section of the poster states the strengths of the research project and the next step following the first step. The project is encompassing educational research collecting data from multiple sources, and the output might improve the localization of CFL education and intercultural understanding of such global educational institutions. The ensuing step of the project will be the systematic reviews of the other two target groups of teachers and learners as well as their practices at CIs.

To predict L2 writing quality using lexical richness indices: An investigation of learners of Chinese as a Foreign Language

The majority of current lexical richness indices are based on Indo-European languages, especially English, with a lack of research that investigates their applicability to diverse language types. This study examines the applicability of 44 lexical richness indices, based on Indo-European languages, to Chinese, with a specific emphasis on investigating their predictive power for the writing quality of Chinese as a Foreign Language (CFL) learners. The present study reveals that five indices (Number of Different Words, Uber Index, Corrected Verb Variation1, Lexical Frequency Profile, and Verb Sophistication1) assessing English as a second language (L2) can also effectively predict the writing quality of CFL learners, and six indices (Verb Variation, Verb Variation1, Function Words Ratio_ auxiliary, Function Words Ratio_ pronoun, Lexical Density1, and Lexical Density2) may be more suitable for measuring Chinese, but not English. Moreover, transformed indices demonstrate a better capacity to measure L2 Chinese compared to traditional indices. In conducting a preliminary exploration of effective indices for measuring the lexical richness of Chinese interlanguage, this study emphasizes their potential impact on L2 teaching and suggests directions for future research.

Where there is suffering, there is sympathy: The speech act Sympathize in learning Chinese as a foreign language

AbstractThe present paper aims to explore the performance of Sympathize as a speech act by advanced learners of Chinese as a foreign language (CFL). We collected data from both 16 advanced CFL learners and 16 native speakers of Chinese through a DCT, and we then asked 10 native speakers of Chinese to rate the appropriacy of the DCTs provided by the two groups. The results of our analysis show that the language use of native speakers and advanced learners only differed significantly when they employed three strategies “Minimize the negativity of the events,” “Analyze the negative events objectively,” and “Look at problems from a positive perspective,” while their behavior only marginally differed when it came to the two strategies of “Release the listeners’ negative emotions” and “Encourage.” However, learners received overall lower scores than native speakers regarding the appropriateness of their sympathizing expressions.

A contrastive analysis of congratulate by native speakers of Chinese and advanced learners of Chinese

AbstractThe present study aims to contrast the performance of Congratulate by advanced learners of Chinese as a Foreign Language (CFL) and Chinese native speakers. Adopting a bottom‐up procedure, it discovers three types of Congratulate structures and seven categories of strategies used by both native speakers and advanced CFL learners. It also reveals that while social distance and power exert influence on the performance of Congratulate in both groups, significant differences exist in the overall distribution of these structures and categories of strategies. In addition, it discusses salient problems concerning the appropriateness of advanced CFL learners’ production with the aid of corpus‐based analysis and written interview. By supplementing a discourse completion test–based contrastive analysis with the two ancillary analyses, the study has a methodological implication for future empirical research in second language pragmatics.

Synchronous and asynchronous online collaborative writing: A study on Chinese language learners

AbstractDespite the solid evidence that online collaborative writing (CW) tasks benefit language learning, little is known about whether the computer‐mediated communication (CMC) modality may impact the potential of online CW tasks in foreign language classrooms. This study examined the effect of task modality on the utility of CW tasks in language classrooms. Fourteen Chinese as a foreign language (CFL) learners completed Google Docs‐based CW tasks in two modalities: A synchronous CMC modality entailing video‐chatting in Zoom and an asynchronous CMC modality where learners interacted in Google Docs with delayed time. Through analyzing multiple data sources (i.e., peer interaction, written products, editing logs, interviews), we found that, while CMC modality did not impact writing performance, CFL learners had more language learning opportunities and more positive learning experiences in the synchronous mode than in the asynchronous one. The findings revealed multiple challenges that require attention when implementing asynchronous CW tasks in teaching.

Investigating the effect of radical-based strategies on improving foreign Chinese learners' radical awareness and character meaning production: a meta-analysis

This meta-analysis reviewed 11 articles regarding radical-based instruction strategies and synthesized their results to investigate the effect of radical-based strategies on improving radical awareness and character meaning production among CFL (Chinese as a Foreign Language) learners. The overall results demonstrated that radical-based instruction strategies had a significant effect associated with character meaning production. Furthermore, the differences of the effectiveness were also examined between beginning-level CFL learners and intermediate-level CFL learners.

Guanghua Wu (chief editor). The Century Chinese-English Dictionary (Two volumes)

The Century Chinese-English Dictionary (《世纪汉英大辞典》, henceforth TCCED) edited by the veteran Chinese lexicographer Wu Guanghua is a new large-size comprehensive general dictionary which boasts over 800,000 entries. TCCED has been funded by China’s ‘National Plan for the Compilation and Publication of Lexicographical Works (2013-2025)’. As one of the ‘nationally important books’ listed in China’s 12th Five-Year Plan (2011-2015), TCCED has inherited merits of Wu’s previous Chinese-English dictionaries such as Chinese-English Dictionary (1993, 1999), A Comprehensive Chinese-English Dictionary (2004, henceforth CCED), and The Chinese-English Dictionary (2010, third edition of Chinese-English Dictionary, henceforth TCED3), and its compilers have incorporated new features into the dictionary proper. The target users are not indicated in TCCED. On October 23, 2021, Zhu Yajun and Xu Ling with the dictionary publisher delivered a report entitled ‘On the Characteristics of The Century Chinese-English Dictionary’ at the 14th Symposium of the Commission of Bilingual Lexicography, the Lexicographical Society of China. Zhu and Xu pointed out the target users of the said dictionary, including translators, CFL (Chinese as a Foreign Language) learners, teachers, and researchers. The dictionary is also intended for foreign users who wish to know about Chinese history, culture, and life. Wang and Wu (2017: 157) summarized their main compilatory principle as user-friendliness. Considering the broad target users of TCCED, this reviewer focuses on the user-friendliness of the dictionary to its users, and translators in particular. Features of the dictionary in the inclusion and translation of entries, and exemplification that would be useful to translators are discussed in Sections 1 to 3 below while deficiencies in these aspects are addressed in Section 4. Several other representative major Chinese-English dictionaries (henceforth C-E dictionaries) are used to make comparisons with TCCED. These include the second edition of New Age Chinese-English Dictionary by Pan (2014, henceforth NACED2), the second edition of New Century Chinese-English Dictionary by Du (2016, henceforth NCCED2), and the above-mentioned CCED and TCED3.

An Application of Scaffolding Instruction in the Reading Course for Elementary CFL Learners

Scaffolding instruction based on constructivism has been widely accepted and implemented by educators both at home and abroad. However, there has been little discussion about its application in teaching Chinese as a foreign language. This study aims to explore an effective way to develop elementary Chinese as a Foreign Language (CFL) learners’ reading ability through the use of scaffolding instruction. The results demonstrate that scaffolding instruction in the reading class leads to a more engaging and interactive learning environment, offering students the necessary support and guidance to gradually enhance their reading skills.

Mediation Effects of Character-related Tasks between Instruction Type and Character Writing in Delayed Character Introduction for Chinese as a Foreign Language Learners

Delayed Character Introduction (DCI) is commonly used in curricula for Chinese as a Foreign Language (CFL) Learners. This study further divides DCI into two sub-types: Listening/Speaking-Reading/Writing (LS-RW) - delay literacy skills (reading and writing) after acquiring oral language (listening and speaking), and Listening/Speaking/Reading-Writing (LSR-W) - delay writing skills after mastering listening, speaking, and reading skills (LSR-W). Results suggested that the LSR-W model was more effective for beginning CFL learners to acquire Chinese characters. Moreover, it was found that radical awareness and pinyin and meaning production together mediated the relationship between the type of DCI model and character writing, and pinyin and meaning production made unique contributions to character writing outcomes as a mediator.

The effects of cultural and educational background on students’ use of language learning strategies in CFL learning

Abstract This study investigated the use of language learning strategies (LLS) by Australian students and East Asian students in Chinese as a foreign language (CFL) learning, and then interpreted the findings from cultural and educational perspectives. Using a questionnaire and semi-structure interview, the researchers found that there were significant differences in strategy use between Australian students and East Asian students. The East Asian students employed more learning strategies associated with working hard and perseverance, whereas the Australian students used more learning strategies related to self-realization. Meanwhile, the strategies used more frequently by the East Asian students were relevant to high acceptance of power and authority, but the strategies used more often by the Australian students were associated with low acceptance of power and authority. Finally, the traditional teaching methods used in East Asian countries resulted in the students’ use of learning strategies concerning analysis of grammatical rules and linguistic details, but the communicative approach employed in Australia helped the students use the strategies leading to improvement of communicative competence and understanding of overall meaning in a text. A deep analysis of these findings shows that the disparities in students’ strategy use could be linked to some cultural and educational factors.

Examining the reliability of an international Chinese proficiency standardized writing assessment: Implications for assessment policy makers

Using generalizability (G-) theory and rater think-aloud protocols (TAPs) as research methods, this study examined the effects of person, task, rater, and the interactions among these facets on the variability and reliability of the HSK-6 (i.e., an international Chinese proficiency standardized assessment) writing scores assigned by the national HSK writing raters as well as their scoring decision making processes. Sixty-four HSK-6 writing samples written by 32 CFL (Chinese as a foreign language) learners from 17 L1 (first language) backgrounds were scored holistically by ten experienced HSK writing raters using the authentic HSK-6 scoring rubric. They were then invited to produce a written retrospective TAP of their scoring decision making processes immediately after they had completed scoring each HSK-6 writing sample, which resulted in 64 protocols per rater. A total of 640 protocols were included in the qualitative data analysis. The G-theory results indicated that the current single-task and two-rater holistic scoring scheme would be unable to yield acceptable generalizability and dependability coefficients. The rater TAP results also revealed considerable rater variations in their scoring decision making processes. Important implications for the HSK-6 writing assessment policy makers in China are discussed.

Learning Vocabulary Seamlessly: To What Extent Does the SLL Model Influence CFL Learners‘ Experience, Perception, and Vocabulary Enhancement?

The Seamless Language Learning (SLL) model holds the potential for enriching second language (L2) learners’ vocabulary acquisition by focusing on their experiences and perceptions. However, prior research on SLL has suffered from methodological issues and poor understanding of the model. This study aims to address these issues by quantitatively assessing the impact of the SLL model on Chinese as a Foreign Language (CFL) learners’ vocabulary acquisition experience, their perceived use of the DingTalk platform, and vocabulary learning enhancement. To achieve these objectives, a design-based research (DBR) approach is employed, with data gathered from real-world seamless Chinese vocabulary learning activities involving 32 intermediate-level participants with no prior exposure to SLL. Data analysis involves a paired sample t-test. Pre-test and post-test assessments, using a five-point Likert scale, are conducted to gauge the effectiveness of the SLL model. The assessment tool, the Seamless Chinese Vocabulary Learning Questionnaire (SCVLQ), encompasses various dimensions such as participants’ emotional engagement, satisfaction, interaction with SLL, perceptions of the SLL platform (DingTalk), and vocabulary learning enhancement through the utilization of the SLL model. Empirical results from valid SCVLQ responses indicate significant post-test improvements compared to pre-tests, indicating enhanced learner experiences and perceptions. Moreover, the SLL model is found to positively contribute to vocabulary learning enhancement. These findings provide quantitative support, addressing the limitations of previous qualitative approaches, and confirming the efficacy of the SLL model in promoting active learning engagement, enhancing learners’ experiences with the DingTalk platform, and facilitating vocabulary acquisition. This study offers insights for future research to delve into additional factors influencing the SLL model’s effectiveness and to extend its application to diverse language learning contexts.