Beliefs, anxiety, and enjoyment: an exploration of learners of Chinese in UK universities

Lu, Yanan (2025). Beliefs, anxiety, and enjoyment: an exploration of learners of Chinese in UK universities. University of Birmingham. Ph.D.

Lu2025PhD_Redacted.pdf
Text - Redacted Version
Available under License All rights reserved.
Download (1MB)

Abstract

This thesis investigates the beliefs about language learning, foreign language enjoyment (FLE) and foreign language anxiety (FLA) of UK-based adult learners of Chinese as a Foreign Language(CFL). Situated within the broader field of Second Language Acquisition (SLA), this study aims to address the English-language bias prevalent in existing research by focusing on a less commonly taught and linguistically challenging language. Through a mixed-methods approach, combining quantitative data from online questionnaires with qualitative insights from in-depth semi-structured interviews, the research explores the complex interplay between learners’ beliefs about language learning, FLE, FLA and self-perceived L2 achievement.

The study reveals that CFL learners, despite facing the inherent difficulties of learning Chinese, such as its tonal nature and logographic writing system, generally hold positive beliefs about the language and experience high levels of both FLA and FLE. While some of these beliefs align with those of learners studying more commonly taught languages, others are uniquely tied to the specific characteristics of Chinese, supporting Horwitz’s (1999) hypothesis that variations in beliefs may stem from the unique features of the target language. Compared to learners of English and other commonly taught languages, CFL learners experience more intense emotions. The challenges of Chinese slightly elevate their anxiety levels but also enhance their enjoyment, driven by a sense of progress and achievement. These results support Luo’s (2013) assertion that the difficulty of the language is a significant source of learners’ anxiety.

Quantitative findings did not show a significant impact of immersion experience and course levels on learners' beliefs or their levels of FLE and FLA. However, qualitative data revealed that these variables do indeed influence learners' beliefs about language learning. A key insight from this research is that higher levels of FLE are consistently linked to positive beliefs about one's ability to learn Chinese (self-efficacy), the use of effective learning strategies, and higher motivation. Additionally, higher self-perceived writing ability correlates positively with FLE. Conversely,
lower levels of FLA are associated with higher self-efficacy, greater perceived value in learning Chinese, higher overall proficiency, and better self-perceived speaking and listening abilities. Multiple regression analyses revealed that self-efficacy, learning strategies and motivation, and
self-reported writing ability significantly predict FLE, with self-efficacy having the strongest impact. Furthermore, learners' self-efficacy, their beliefs about the value of learning Chinese, and their self-reported speaking ability significantly predict FLA, with beliefs about the value of
learning Chinese emerging as the most influential predictor.

Qualitative data reveal that CFL learners’ enjoyment of language learning stems from factors such as a sense of achievement, the novelty of the Chinese language and culture, a supportive classroom environment, and the practical application of the language. However, their anxiety arises from speaking Chinese in public, fear of making mistakes or facing embarrassment, peer pressure, and a generally anxious disposition.

The implications of these findings are significant for both SLA theory and language pedagogy. Theoretically, the study contributes to a more nuanced understanding of how learner beliefs interact with emotional experiences in the context of learning a non-Indo-European language. Practically, the research provides valuable insights for educators and curriculum designers, emphasizing the need to consider learners' individual beliefs and emotional states when developing instructional strategies. By tailoring teaching practices to address both the cognitive and emotional needs of CFL learners, educators can enhance the effectiveness of language instruction and support learners in overcoming the unique challenges of learning Chinese.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):