International Journal of Academic Research in Business and Social Sciences

search-icon

An Investigation of Learners’ Drive to Learn Mandarin: A Case Study

Open access

Chong Peng Hwa, Toh Ling Ling, Suzainah Rahmat, Natasha Johari, Ros Elyn Natasha Mohd Rosmaini

Pages 1832-1845 Received: 30 Sep, 2023 Revised: 26 Oct, 2023 Published Online: 23 Nov, 2023

http://dx.doi.org/10.46886/IJARBSS/v13-i11/7589
Gaining insight into the fundamental motivations and variables that drive learners to strive for competence in Mandarin can be essential in facilitating students' attainment of Mandarin proficiency. This comprehensive understanding enables the creation of a supportive and engaging learning environment in which students are motivated and equipped with the necessary tools to excel in their Mandarin language acquisition. This quantitative study is conducted to investigate the elements that motivate students to learn Mandarin. The survey was completed by a random sample of 52 students taking a business course. The instrument used is a survey with a 5-Likert scale to identify the factors listed. The survey is divided into three sections, each serving a distinct purpose. Section one focuses on collecting demographic profile data, section two delves into motivational beliefs, and section three examines self-regulated learning strategies. By incorporating these sections, researchers can gain a comprehensive understanding of the participants' backgrounds, motivations, and learning approaches. Through data analysis, the researchers determined that motivational beliefs, such as self-efficacy, intrinsic value, and test anxiety, play a crucial role in determining the choices, behaviours, and outcomes of students during the process of learning Mandarin. Understanding how these motivational beliefs influence the selection, application, and modification of self-regulated learning strategies can provide valuable insights for the acquisition of Mandarin.
Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education and Information Technologies, 25, 2393-2414.
Biber,B.T (2022) Self-Regulated Learning Strategies used by Students to prepare Matehmatics Exams, International Journal of Progressive Education, Vol 18(4), pp223-238. https://files.eric.ed.gov/fulltext/EJ1352240.pdf
Cheong, K. M., Jano, Z., Salam, S., Bareed, N. A., Ithnin, F., & Suraidi, N. (2019). Motivational factors among undergraduates learning mandarin: A qualitative perspective. International Journal of Academic Research in Progressive Education and Development, 8(2), 187-199.
Chua, H. W., & Azlan, M. A. K. (2019). Factors influencing foreign language learners’ motivation in continuing to learn Mandarin. EDUCATUM Journal of Social Sciences, 5(1), 1-6.
Dan, L. D., Artawa, K., Budiarsa, M., Suastra, I. M., & Septevany, E. (2021). Pronunciation errors of Indonesian Mandarin learners. The International Journal of Language and Cultural (TIJOLAC), 3(01), 66-82.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
EIAdl,A.M., & Polpol,Y.S. (2020) The effect of self-regulated learning strategies on developing creative problem solving and academic self-efficacy among intellectually superior high school students. International Journal of Psycho-Educational Sciences, Vol 9(1), April 2020, pp 97-106https://files.eric.ed.gov/fulltext/EJ1250667.pdf
Fong, C. S., DeWitt, D., & Leng, C. H. (2018). The analysis of cultural and intercultural elements in Mandarin as a foreign language textbooks from Selected Malaysian Public Higher Education Institutions. MOJES: Malaysian Online Journal of Educational Sciences, 6(1), 66-90.
Hong, C. (2021). Motivation in Learning Mandarin as a Foreign Language Among Secondary Student in International School. International Journal of Science: Basic and Applied Research. Retrived from https://www. gssrr. org/index. php/JournalOfBasicAndApplied/article/view/12183
Hananya, G. A. (2020). Language Ideologies of Young Chinese Surabayanese’ Motivation in Learning Mandarin in Post Suharto Era. kata, 22(1), 46-54.
Jackson,S.L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Jung Ku, C., Yoke Lian, L., Rizal, H., Rau Krishnan, A., Amin, H., Samsulbahri, M. N., & Ghazali, M. F. (2021). Big Five Personality Traits and Motivation in Learning Mandarin as Foreign Language. Asian Journal of University Education, 17(4), 106-116.
Kamalruzaman, N. K. A., Mahmood, W. M. A. W., Ghazali, N. F., Mohamed, M. F., & Rahmat, N. H. (2023). Is There A Relationship between Existence, Relatedness and Growth in Online Learning Motivation? International Journal of Academic Research in Business and Social Sciences,13(9), 68 – 84
Kim, D. (2020). Learning language, learning culture: Teaching language to the whole student. ECNU Review of Education, 3(3), 519-541.
Marszalek,J.M., Balagna,D., Kim,A.K., & Patel,S.A.,(2022) Self-Concept and Intrinsic Motivation in Foreign Language Learning: The Connection between flow and the L2 self. Front. Educ, Vol 7. https://doi.org/10.3389/feduc.2022.975163
Pilling-Cormick, J., & Garrison, D. R. (2007). Self-directed and self-regulated learning: Conceptual links. Canadian Journal of University Continuing Education, 33(2).

Pintrich, P. R., & De Groot E. V. (1990). Motivational and self-regulated learning Components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Rahmt,N.H.,Sukimin, I.S., Sim, M.K., Anuar,M., Mohandas, E.S. (2021) Online Learning Motivation and Satisfaction : A Case Study of Undergraduates vs Postgraduates. International Journal of Asian. Social Sciences, Vol 11(2), pp88-97. https://doi.org/10.18488/journal.1.2021.112.88.97
Santana-Monagas, E., Putwain, D. W., Núnez, J. L., Loro, J. F., & León, J. (2022). Do teachers’ engaging messages predict motivation to learn and performance?. Revista De Psicodidáctica (English Ed.), 27(1), 86-95.
Sharma, B. K. (2018). Non-English lingua franca? Mobility, market and ideologies of the Chinese language in Nepal. Global Chinese, 4(1), 63–88. https://doi.org/10.1515/GLOCHI-2018-0004
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976.
Van Nguyen, S., & Habók, A. (2021). Vietnamese non-English-major students’ motivation to learn English: from activity theory perspective. Heliyon, 7(4).
Veloo, P. K., Yang, W., Kaur, G., & Singh, P. (2019). Relationship between the Chinese Language Classroom Environment and Students' Motivation to Learn Mandarin in Malaysia. Universal Journal of Educational Research, 7(10A), 54-59.
Vital, F. (2012). Creating a positive learning environment with the use of clickers in a high school chemistry classroom. Journal of chemical education, 89(4), 470-473.
Wen, X., & Piao, M. (2020). Motivational profiles and learning experience across Chinese language proficiency levels. System, 90, 102216.
Xu, C., & Liu, X. (2023). The economic value of language in China: How important is Mandarin proficiency in the Chinese labor market? A bounding approach. Labour Economics, 84, 102393.
Xu, H. L., & Moloney, R. (2014). Identifying Chinese heritage learners' motivations, learning needs and learning goals: A case study of a cohort of heritage learners in an Australian university. Language Learning in Higher Education, 4(2), 365-393.
Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-based and flipped learning environment: learning strategies across achievement levels and years. Medical education online, 25(1), 1686949.