Chinese Learners Research Articles

Second language learning of degree expressions: A computational approach

Abstract Degrees, unlike entities or events, refer to comparative qualities and are closely tied to gradable adjectives such as “tall.” Degree expressions have been explored in second language (L2) research, covering areas such as learnability, first language (L1) transfer, contrastive analysis, and acquisition difficulty. However, a computational approach to the learning of degree expressions in L2 contexts, particularly for L1 Chinese learners of English, has not been thoroughly investigated. This study aims to fill this gap by utilizing natural language processing (NLP) methods, drawing insights from recent advancements in large language models (LLMs). This study extends Cong (2024)’s general-purpose assessment pipeline to specifically analyze degree expressions, predicting that surprisal metrics will correlate with proficiency levels and distinct developmental stages of L2 learners. Crucially, we address the limitations of surprisal metrics in capturing underuse or avoidance—common in L2 development—by integrating frequency-based analyses. Using an NLP pipeline developed with Stanza, we automatically identified and analyzed degree expressions, constructing linear mixed-effects models to track L2 development trajectories. Our findings reveal that as proficiency increases, learners use complex degree expressions more frequently, supporting theories linking difficulty and learnability. Higher surprisal values are associated with lower proficiency in using degree expressions, and these surprisals are more predictive of degree expressions proficiency than classic NLP measures. These results add further evidence that LLMs and NLP tools provide valuable insights into L2 development, specifically in the domain of degree expressions, expanding upon previous research and offering new approaches for understanding L2 learning processes.

Investigation of Chinese undergraduate EFL learners’ online communication strategies

With the outbreak of the Covid-19 pandemic, online learning has gained popularity throughout the world in recent years. How EFL learners communicate with their teachers and classmates online has sparked great interest with a view to enhancing their performance in online learning. This study aimed to explore the online communication strategies of Chinese undergraduate EFL learners and how they vary according to gender and English proficiency. The quantitative method was adopted in this study. The participants were 120 undergraduate EFL learners from a public university in China. The questionnaire on online communication strategies, consisting of 30 items, was developed. Cronbach alpha and factor analysis were conducted to evaluate the reliability and validity of the questionnaire. The descriptive statistics and independent T-tests were used for data analysis. The study reached the conclusion that the most commonly used online communication strategies are Reduction strategies, followed by Focus on Form, Social-cultural, Paralinguistic, Compensatory, and Interactional strategies. Male and female learners differed significantly in the use of reduction strategies, focus on form strategies, social-cultural strategies, and paralinguistic strategies. Furthermore, there is a significant difference in the use of all types of online communication strategies between good learners and poor learners, with good learners applying more online communication strategies than poor learners. The study indicates that teachers should raise students' awareness of online communication strategies that are conducive to online communication and learning. Training on online communication strategies should be provided with a view to enhancing students' communication competence as well as English proficiency.

Learning Chinese in Egyptian Universities: Challenges & Solutions

Learning Chinese in Egyptian Universities: Challenges & Solutions

The Use of the Adverbial Case Marker '-에' by English, Chinese, and Japanese-Speaking Learners of Korean: Focusing on Beginner, Intermediate, and Advanced Learners

The Use of the Adverbial Case Marker '-에' by English, Chinese, and Japanese-Speaking Learners of Korean: Focusing on Beginner, Intermediate, and Advanced Learners

A Review on Mobile-assisted Chinese EFL Learners Vocabulary Learning

A Review on Mobile-assisted Chinese EFL Learners Vocabulary Learning

Understanding CFL Learners’ Perceptions of ChatGPT for L2 Chinese Learning: A Technology Acceptance Perspective

Understanding CFL Learners’ Perceptions of ChatGPT for L2 Chinese Learning: A Technology Acceptance Perspective

Effects of Language Proficiency on Selective Attention Patterns at Segmenting Boundaries in English Audio Sentences

Background/Objectives: Normative perceptual segmentation facilitates event perception, comprehension, and memory. Given that native English listeners’ normative perceptual segmentation of English speech streams coexists with a highly selective attention pattern at segmentation boundaries, it is significant to test whether Chinese learners of English have a different attention pattern at boundaries, thereby checking whether they perform a normative segmentation. Methods: Thirty Chinese learners of English with relatively higher language proficiency (CLH) and 26 with relatively lower language proficiency (CLL) listened to a series of English audio sentences. Meanwhile, they were asked to press the key whenever a phonetic probe “ba” occurred. Response time to “ba” reflects the attention where “ba” is located at segmentation boundaries. Results: The results revealed that, (1) relative to native English listeners’ highly selective attention pattern, the CLH group showed a relatively selective attention pattern, while the CLL group displayed a non-selective attention pattern. (2) Both the CLH group and natives had better recognition memory than the CLL group. (3) Both the CLH group and natives’ attention at segmentation boundaries was not correlated with their memory for sentences, while the CLL group’s attention at boundaries was correlated with memory. Conclusions: These findings suggest that (1) Chinese learners of English did not perform a normative segmentation, which shows the effect of English proficiency on perceptual segmentation; (2) English proficiency has a superior effect on memory for sentences, while perceptual segmentation would come next to support memory by providing structure for memory construction if English proficiency is not high; (3) a comparison of attention patterns between Chinese learners and natives can provide a reference for potential intervention to rectify non-natives, thereby improving their perception of English speech streams.

Predictive Effects of Phraseological Complexity on the Quality of Chinese EFL Learners’ L2 Oral Production

Predictive Effects of Phraseological Complexity on the Quality of Chinese EFL Learners’ L2 Oral Production

Challenges in Pronouncing English /r/ for Chinese Learners

Abstract: Chinese English learners face challenges in pronouncing English /r/ sound. This study explores how regional dialects influence the acquisition of this sound. A literature review is utilised to investigate the perception and production of the English /r/ among Mandarin, Cantonese, and Shanghainese speakers. The participants are all Chinese undergraduate students. In this research, data was collected through various ways, including surveys, pronunciation tests, listening exercises, and interviews. The paper finds that those speakers have different pronunciation performances in /r/. Since there is a similar retroflex approximant in Mandarin, they do better in both perceiving and articulating the /r/ sound. On the other hand, Cantonese and Shanghainese speakers have more difficulties and usually substitute /r/ with /l/ or // sounds. The findings emphasises the impact of regional dialects on English pronunciation and help teachers come up with more effective English pronunciation teaching strategies in the future.

Exploring Demotivating Factors at Different Stages of Learning Chinese as a Second Language: A Case Study of European Adult Learners

Demotivation has emerged as a significant issue in second language learning, leading learners to pause, slow down, or even abandon their studies. In L2 Chinese education, numerous empirical studies have focused on motivating factors, but few have explored demotivation, particularly among informal adult learners. Despite that their motivational changes could offer valuable insights into language education, this group has not received sufficient attention from researchers. Drawing on Van den Branden’s (2022) integrated language learning motivation model, this study reports a qualitative analysis of demotivating factors based on interviews with three European adult Chinese learners at primary, intermediate, and advanced levels. The findings reveal that dominant demotivating factors varied across different stages of learning, and the impact of co-existing demotivating factors shifted throughout the process. Demotivating factors emerged intensively in the stage when L2 Chinese learners mastered the basics and began applying the language in real-life contexts. When these negative factors were not addressed in a timely manner, they significantly diminished motivation; conversely, timely intervention mitigated their impact. The study also found that demotivating factors often originate from the negative development of motivating factors, with negative perceptions of success and value being the most influential. However, these factors do not necessarily lead to demotivation or abandonment of learning. Finally, a revised multi-level language learning motivation model is proposed, positioning demotivation and motivation on a continuum.

Factors Influencing Chinese Learners’ Satisfaction with Online Classes: Insights from Confucius Institutes in Hungary

This quantitative study investigates the factors that influence Chinese as a Foreign Language (CFL) learners’ satisfaction with online learning in the context of Hungarian Confucius Institutes. The COVID-19 pandemic forced a rapid shift to online instruction, and while the acute phase of the pandemic has subsided, its impact on education remains significant. This study explores learners’ preferences and satisfaction with online learning in the post-pandemic era. A questionnaire was administered to 241 CFL learners across five Confucius Institutes in Hungary, and in-depth interviews were conducted with two learners to provide contextual insights. An exploratory factor analysis and a scale reliability analysis were performed to examine the underlying structure and reliability of the questionnaire data. Five key factors influencing learner satisfaction were identified: engagement and interaction, technical issues, preferences for learning methods, teaching methods and course design, and assessment and feedback. Learners expressed a strong preference for face-to-face learning, citing concerns about engagement, interaction, and motivation in online environments. Technical challenges and the user interface of the online learning platform were also areas of concern. However, learners expressed satisfaction with teachers’ performance and responsiveness in online classes.

The Post Effect of Embedded Neural Network Mandarin Proficiency Test on Chinese Learners

In the context of rapid technological advancement, embedded neural network technology is gradually penetrating into the field of education, especially in computer-aided language learning (CALL) platforms, bringing unprecedented changes to Mandarin proficiency testing. This study focuses on the application of embedded neural network technology in Mandarin proficiency testing and its post effects on Chinese language learners, aiming to explore in depth how this emerging technology affects learners’ performance, motivation, and long-term learning outcomes. The core of the research lies in comparing the differences in learner performance, motivation, and subsequent learning behavior between computerized testing using embedded neural network technology and traditional paper-based testing. A comparative analysis of two testing modes was conducted by selecting Chinese learners with different language proficiency levels as samples. Preliminary results show that the Mandarin proficiency test based on embedded neural networks not only significantly improves learners’ learning motivation, but also demonstrates more significant results in improving listening and speaking skills due to its personalized teaching resources and intelligent feedback mechanism. This technology simulates real language environments and provides customized learning paths, effectively enhancing learners’ engagement and learning outcomes.

Data from role plays and elicited conversations: What do they show about L2 interactional competence?

In research on second language (L2) interactional competence (IC), data elicitation is commonly done either through role plays or elicited conversation tasks. It is unclear, however, what aspects of IC these two methods make visible, where they elicit similar or different data and which research questions they are most suited to answer. In the current study we compare performances in role play tasks with those in elicited conversation tasks from 54 learners of L2 Mandarin Chinese and 12 native Mandarin Chinese speakers. Using conversation analysis to analyze learners’ performance, we found that role plays were highly suitable for making visible the sequential and linguistic tools interactants deploy for preference organization. Elicited conversation was useful for making topic management visible, including topic extension and topic shift. While role plays also included features of topic management and elicited conversations included features of preference organization, these did not occur with sufficient frequency and elaboration to allow defensible conclusions to be drawn. We suggest that role plays and elicited conversations can supplement each other to provide a well rounded picture of interactants’ IC.

Problematizing and reexamining the notion of taking another introductory-level language class at college

Abstract Existing literature shows that discrepancies between the expectations of students and language instructors might discourage high school students from progressing in their language learning at college. This study aims to address such discrepancies by examining students who studied Chinese in high school but were still taking an introductory-level language course at college, with the intention of declaring a minor or major in Chinese Studies at a Midwestern university in the United States. Drawing on the concept of identity and investment, a qualitative research method was employed to address the time- and context-sensitive nature of identity and investment. Data were collected from interviews and reflection journals to reveal their investment in Chinese language learning and how they coalesced their identities as Chinese language learners in high school and college. Findings show that they firmly fought against the stereotypical assumption that taking another introductory-level class at college was for an easy A, as current world language education policy and implementation rendered them voiceless in the top-down implementation process. This present study provides new insights into the connections between investment and articulation in world language education, and invites stakeholders to reevaluate the predominant emphasis placed on language proficiency in foreign language research and education.

Revisiting the relationship between global and specific levels of foreign language boredom and language engagement: A moderated mediation model of academic buoyancy and emotional engagement

The current research aimed to examine the relationships among three key aspects of the language learning process, namely, foreign language boredom (FLB), English language engagement (ELE), and academic buoyancy (AB), utilizing data collected from 2,992 Chinese language learners. In order to strengthen the accuracy and robustness of the results, we initially performed primary analyses to determine the most effective measurement solution for the three variables. As a result, we decided to use a bifactor exploratory structural equation modeling (ESEM) solution for FLB, a partial bifactor-ESEM solution for ELE, and a unidimensional confirmatory factor analysis solution for AB. The primary analysis demonstrated that the global factor of FLB strongly and negatively influenced the global levels of ELE. Both global and specific factors of FLB predicted different facets of specific ELE differently. The mediation-moderation analysis further confirmed the significance of the specific factors of emotional ELE as mediators and AB as a moderator in the relationships between global and specific levels of FLB and global and specific levels of ELE. The findings offer a basis for theoretical and pedagogical implications.

Transitive Phrasal Verbs in English–Chinese Learners’ Dictionaries: A Syntactic Perspective

Abstract This article explores the treatment of transitive phrasal verbs (TPVs) in English–Chinese learners’ dictionaries (ECLDs). Despite the syntactic and semantic complexities of TPVs, research on the systematic treatment of TPVs in ECLDs has been limited. By annotating syntactic structures, ECLDs can present the semantic and pragmatic characteristics of TPVs more accurately and assist learners in using appropriate syntactic structures to communicate deeper meanings in language output. Phrasal verbs (PVs) are a category of verb combinations with distinct syntactic structures, functioning as single-word lexical verbs despite being multiword verbs in form. A test administered to intermediate and advanced English learners revealed that Chinese EFL learners made frequent mistakes in using PVs, reflecting the confusion and uncertainty surrounding these structures. This paper presents a comparison of the different classifications of multiword verbs present in ECLDs, arguing that these variations have only further muddied the waters with relation to PVs. Based on an analysis of the unique syntactic features of PVs, it proposes that ECLDs can enhance English learners’ understanding of TPVs through the systematic use of tables, annotations, and examples.

Examining the Impact of Online Help-Seeking Strategies on Promoting EFL learners’ Self-Regulated and Collaborative Learning Skills, Language Learning Outcomes, and Perceptions in CALL Environments

This research examines the impact of online help-seeking strategies—both adaptive and peer-based—on promoting self-regulated and collaborative learning skills, as well as language learning outcomes, among Chinese EFL learners in computer-assisted language learning (CALL) environments. Employing a mixed-methods approach, the study triangulates various data strands from 92 randomly selected EFL learners to explore how these strategies influence their learning outcomes. Through methodological triangulation and the execution of one-way ANOVA, the research demonstrates the superior effectiveness of combining adaptive and peer help-seeking strategies, compared to their isolated use, in enhancing self-regulated and collaborative learning skills and language learning outcomes. The findings reveal a significant positive correlation between learners’ interactive engagement with help-seeking strategies and their overall CALL outcomes, indicating that such strategies support the development of both collaborative and self-regulated learning skills. This study provides theoretical and practical insights into CALL, offering evidence-based guidance for researchers and practitioners on the nuanced impact of integrating dynamic and flexible help-seeking strategies to enhance EFL learners’ skills and outcomes.

A translanguaging perspective on multilingual identity construction of a native English teacher on a Chinese social media platform

ABSTRACT Native English-Speaking Teachers (NESTs) have long been assumed as monolingual, and the translanguaging practices and multilingual identity construction of NESTs have been under-explored. This study investigates how NESTs construct multilingual identity in online English teaching videos through translanguaging. Focusing on one NEST on a popular Chinese social media platform, a combination of multimodal video analysis and qualitative content analysis was conducted. The findings reveal that the NEST breaks linguistic barriers, incorporating gestures, body movements, signs, languages, and different speaking styles to share her experiences, evaluations, and emotions about language and language learning and teaching. These translanguaging practices empowered her to traverse the boundaries of distinctive L1 and L2 identities and develop multiple multilingual identities: an experienced English teacher with Chinese as an additional language, a foreigner valuing English language learning in China, and a passionate English speaker proud of learning Chinese. Findings reveal that translanguaging affords the NEST to construct trans-lingual, trans-cultural, and trans-national identities, while such multilingual identity construction is interwoven with her NEST identity. These findings call for a need to shift from viewing NESTs as monolingual models to multilinguals with translanguaging competences and reflect that nativeness and nonnativeness are not exclusive categories but mutually constitutive subjectivities.

Acquisition of Cognitive Properties of Animal Cultural Words Based on Learners' Understanding and Output Performance

The mastery of the cultural connotation behind the language is one of the important criteria to measure the learners' language acquisition. The Cognitive property of words involves the cultural connotation behind the language, so it is necessary to apply the Cognitive property of words to the international Chinese education. This paper takes Chinese learners in Southeast Asian countries as the research object, and explores the Cognitive Properties of words from two aspects of learners' understanding and output. With the help of the corpus and the questionnaire survey method, it was found that Chinese learners have good understanding performance but poor output performance. The reasons are analyzed from the perspectives of mother tongue background, learning process and output environment, and put forward on teaching materials, teaching content and learning effect evaluation of Chinese teaching, in order to provide new ideas for the long-term development of international Chinese education.

The effect of instruction on the development of L2 interactional competence: Listener responses in Chinese as a second language

Listener responses (LRs) are utterances produced by non-primary speakers (e.g. oh, okay). It is an important component of L2 learners’ interactional competence (IC). Previous studies have indicated that learners develop their capacity of deploying LRs naturally through study abroad programs. However, it remains unknown whether LRs can be effectively learned through classroom instruction, yet it is a critical issue facing language educators and learners because classroom is the primary locus for L2 learning for those without study abroad opportunities. Taking up this issue, this study compares two groups of beginning-level L2 Chinese learners, a control group with regular instruction and an experimental group with extra IC instruction, where authentic materials from L1 speakers' talk were employed to teach specific interactional practices such as LR and repair. Each learner was asked to record two spontaneous conversations with an L1 speaker, one at midterm and one at the end of the semester. Using a mixed-methods approach, this study first identifies specific types of LRs used by beginning-level learners. Statistical analyses then reveal that the two groups’ development from midterm to semester end differs significantly only in reactive expression and follow-up action. Complementing the quantitative analyses, the subsequent conversation analysis discovers qualitative developments of learners in the experimental group; their LRs show not only increased linguistic complexity and greater variety over time but also heightened sensitivity to context and capacity to advance the interaction. These findings suggest that systematic classroom instruction on IC can enhance L2 learners’ ability to engage in real-world interactions, thus supporting that IC is teachable and learnable in the classroom even for beginners with limited linguistic proficiency.