UPSI Digital Repository (UDRep)
Start | FAQ | About
Menu Icon

QR Code Link :

Type :thesis
Subject :LB Theory and practice of education
Main Author :Hong,Chia Chia
Title :Motivation in learning Mandarin as a foreign language amongst secondary students in international schools
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
The objective of this research is to investigate motivation in learning Mandarin as a foreign language among secondary student in international school. Both quantitative and qualitative method have been employed in this study. Survey questionnaire and interview have been used as the research instruments to collect data. The sample of the study collected were the 212 secondary students from year seven to eleven who are currently learning Mandarin as a foreign language in international school for quantitative study whereas 15 secondary students were selected among the 212 secondary students for qualitative study. Quantitative findings reveal that Ideal L2 self is the key motivator for the secondary students to put in effort in learning Mandarin with a high correlation coefficient(r) of .776, p< 0.001. The study also proved that there is a significant difference between male and female students in term of the score on motivational factors and the correlation coefficient between variables. Qualitative findings report that secondary students who have accumulated more cultural capitals based on Bourdieu’s (1986) concept of capitals and having experiencing a smooth process during their situated learning based on Wenger’s (1998) community of practice during their early learning experience are more able to develop their Ideal L2 self. However, economic and social capital have been an exception in this situation. This might be due to the fact that secondary students are not financially independent and they have less real life experience. In conclusion, results concluded that the development of Ideal L2 self and current motivation level of a secondary student are interrelated and teacher’s teaching method is a significant factor in the student’s motivation. As an implication, this research has provided valuable insight to the education field and recommendation given can help teachers to enhance their lesson plan that is best suited for their students.

References

Agresto, J. (1985). In commemoration of the 20th anniversary of the national endowment for

the humanities. Unpublished manuscript.

 

Altıner, C. (2018). Preparatory School Students' English Language Learning Motivation: A

Sample from Turkey. Universal Journal of Educational Research 6(8), 1729-1737.

 

Bambirra, R. (2017). Motivational dynamics in English classes at a Brazilian public school.

RBLA, Belo Horizonte, v. 17, n.2, , p. 219-246.

 

Bodian, A. (2017), Motivation and Achievement in Learning French as a Foreign Language

in Malaysia. International Conference on Language Students (ICLS2017), Universiti

Malaysia Sarawak, Kuching, Sarawak.

 

Boo, Z., Dörnyei, Z. & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a

publication surge and a changing landscape. Elsevier Ltd., 145-157.

 

Bourdieu, P. (1977). The economics of linguistic exchanges. Information (International

Social Science Council), 16(6), 645-668

 

Bourdieu, P. (1986). The Forms of Capital. In J. Richardson (Ed.), Handbook of theory and

research for the sociology of education: New York: Macmillan.

 

Brown, H.D. (1980). Principles of language Learning and Teaching. New Jersey: Prentice

Hall.

 

Cai, L. & Lynch, R. (2016). The Relationship between Motivation For Learning Chinese As

Foreign Language And Chinese Achievement of Grade 9 Students At Ekamai

International School in Bangkok, Thailand. Scholar: Human Sciences Vol 8, No 2.

 

Calvo, E. (2015). Language Learning Motivation: The L2 Motivational Self System and its

Relationship with Learning Achievement. University Autonoma de Barcelona.

 

Cheong, K., Jano, Z. & Hussin, H. (2015). The Relationship between Motivational Factors

and Mandarin Performance in a Higher Education Institution. Asian Social Science;

Vol. 11, No. 17.

 

Cheun, H. H. (2006). Problems encountered in teaching Chinese as a second language in

Malaysia. Malaysia: New Era College. [In Chinese]

 

Chilingaryan, K. & Gorbatenko, R. (2015). Motivation in Language Learning. SGEM 2015

International Multidisciplinary Scientific Conferences on Social Sciences and Arts.

 

Chisoni, G. (2015). The influence of Chinese culture on learning Chinese as a second

language: A case study of Zimbabwean students learning Chinese as a second

language. International Journal of Language and Linguistics, Vol. 3, No. 2, 2015, pp.

33-39. doi: 10.11648/j.ijll.20150302.11.

 

Clément, R., and Kruidenier, B. G. (1983). Orientations in second language acquisition: I.

The effects of ethnicity, milieu and target language on their emergence. Language

Learning, 33, 272-291.

 

Cohen, L. et al. (2007). Research Methods in Education. New York : Routledge.

 

Cook, K. E. (2008). In-depth Interview. In Given, L. M. (Ed.). The SAGE Encyclopedia of

Qualitative Research Methods. Thousand Oaks: SAGE Publications.

 

Datko, J. (2015). Semi-structured interview in language pedagogy research. Journal of

Language and Cultural Education, 3(2), 142-155. doi: 10.1515/jolace-2015-0009

 

Deci, E. L. & Ryan, R. M. (2008). Self-determination theory: A macro theory of human

motivation, development and health. Canadian Psychology, 49(3), 173-178.

 

Dincer, A. & Yesilyurt, S. (2017). Motivation to Speak English: A Self-Determination

Theory Perspective. PASAA Vol. 53.

 

Dixon, L. Q., Zhao, J., Shin, J.-Y., Wu, S., Su, J.-H., Burgess-Brigham, R., Gezer, M. U., &

Snow, C. (2012). What we know about second language acquisition: A synthesis from

four perspectives. Review of Educational Research, 82, 5-60.

 

Dörnyei, Z. & Csizér, K. (1998). Ten commandments for motivating language learners:

Results of an empirical study. Language Teaching Research - LANG TEACH RES. 2.

203-229.

doi: 10.1191/136216898668159830.

 

Dörnyei, Z. and Csizér, K. (2002). Some Dynamics of Language Attitudes and

Motivation:Results of a Longitudinal Nationwide Survey. Applied Linguistics, 23:

421-462.

 

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in

Second Language Acquisition. London: Lawrence Erlbaum Associates. doi:

http://dx.doi.org/10.1017/S0272263105370288.

 

Csizér, K., and Dörnyei, Z. (2005). Language learners' motivational profiles and their

motivated learning behaviour. Language Learning, 55(4), 613-659.

 

Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei, & E. Ushioda (Eds.),

Motivation, Language Identity and the L2 Self (pp. 9-42). Bristol: Multilingual

Matters.

 

Dörnyei, Z. & Ushioda, E. (2011). Teaching and Researching Motivation (2nd ed.). Harlow:

Pearson Education Limited.

 

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York:

Routledge/Taylor & Francis.

 

Dörnyei, Z. & Al-Hoorie, A. H. (2018). The Motivational Foundation of Learning Languages

Other Than Global English: Theoretical Issues and Research Directions. The Modern

Language Journal, 101, 3, (2017). doi: 10.1111/modl.12408.

 

Eisenberg, D. U. (Ed.). (1992). The future of foreign language education at community

colleges. Washington D.C.: American Association of Community Colleges, National

Center for Higher Education.

 

Everson, M. E., Chang, K. & Ross, C. (2016). Developing Initial Literacy in Chinese. In S.C.

Wang & J.K. Peyton (Eds.), CELIN Briefs Series. New York, NY: Asia Society.

 

Gao, X. (2014). Motivations, learning activities and challenges: learning Mandarin Chinese

in Australia. In C.Travis, J. Hajek, C. Nettelbeck, E. Beckmann and A. Lloyd-Smith

(Eds.), Practices and Policies: Current Research in Languages and Cultures

Education: Selected Proceedings of the Second National LCNAU Colloquium

Canberra, 3-5 July 2013 (pp. 169-192).

 

Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language

learning. Rowley, MA: Newbury House.

 

Gardner, R. C. (1985). Social psychology and second language learning. London: Edward

Arnold.

 

Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei

& R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-20).

Manoa, HI: The University of Hawaii Press.

 

Gardner, R. C. (2005). Integrative motivation and second language acquisition. Joint plenary

talk at Canadian Association of Applied Linguistics/Canadian Linguistics

Association, May.

 

Gardner, R. C. (2010). Motivation in second language acquisition: The socio-educational

model. New York: Peter Lang.

 

Gavora, P. (2006). Sprievodca metodológiou kvalitatívneho výskumu. Bratislava: Regent.

 

Guerrero, M. (2014). Motivation in Second Language Learning: A Historical Overview and

Its Relevance in a Public High School in Pasto, Colombia. HOW Vol. 22, No. 1,

April/September 2015, ISSN 0120-5927. Bogotá, Colombia. Pages: 95-106.

 

Gil, J. (2011). A comparison of the global status of English and Chinese: Towards a new

global language? English Today, 27(1), 52-59.

http://dx.doi.org/10.1017/S0266078411000149

 

Hartig, F. (2012). Confucius Institutes and the Rise of China. Journal of Chinese Political

Science, 17(1), 53-76. http://dx.doi.org/10.1007/s11366-011-9178-7

 

Henter, R. (2014). Affective factors involved in learning a foreign language. Procedia -

Social and Behavioral Sciences 127 (2014),373 – 378. http:

10.1016/j.sbspro.2014.03.274.

 

Higgins, E. T. (1987). Self-discrepancy: a theory relating self and affect. Psychological

review, 94(3), 319-340.

 

Hoe, F. T. & Lim, T.H. (2013). Chinese / Mandarin As A Second Language Course: A

Comparison Between A Malaysian And Chinese University (Universiti Teknologi

Mara And Beijing Language And Culture University As An Example). International

Conference on Language 2013 (UPAL ICL 2).

 

Hovhannisyan, I. & Sougari, A. (2016). Investigating the impact of learning conditions on

young learners’ attitudes and motivation to learn English as a foreign language . 21st

International Symposium on Theoretical and Applied Linguistics (ISTAL 21), ISSN

2529-1114, 743-758.

 

Hong, C. & Ganapathy, M. (2017). To Investigate ESL Students’ Instrumental and

Integrative Motivation towards English Language Learning in a Chinese School in

Penang: Case Study. English Language Teaching; Vol. 10, No. 9. doi:

10.5539/elt.v10n9p17.

 

Hua, Z., & Wei, L. (2014), Geopolitics and the Changing Hierarchies of the Chinese

Language: Implications for Policy and Practice of Chinese Language Teaching in

Britain. The Modern Language Journal, 98, 326-339.

http://dx.doi.org/10.1111/j.1540-4781.2014.12064.x

 

Huan, G (1986). China’s Open Door Policy, 1978-1984. Journal of International Affairs,

Vol.39, No.2, China in Transition (Winter 1986), pp. 1-18.

 

Hu, R. (2016). The Age Factor in Second Language Learning. Theory and Practice in

Language Studies, Vol. 6, No. 11, pp. 2164-2168. doi:

http://dx.doi.org/10.17507/tpls.0611.13.

 

International Monetary Fund. (2018, May 29). IMF Staff Completes 2018 Article IV Mission

to China. Retrieved from International Monetary Fund:

https://www.imf.org/en/News/Articles/2018/05/29/pr18200-imf-staff-completes-

2018-article-iv-mission-to-china.

 

Irene, K. V. (2013). Young Learners: How advantageous is the early start? IOSR Journal Of

Humanities And Social Science (IOSR-JHSS) Volume 15, Issue 5 (Sep. - Oct. 2013),

PP 27-37.

 

Juanggo, W. (2017). The Concept of L2 User and the goals of Second Language Learning.

Jurnal Studi Komunikasi (Indonesian Journal of Communica tions Studies), 1(2). doi:

10.25139/jsk.v1i2.142.

 

Kabir, S. (2016). Basic Guidelines for Research: An Introductory Approach for All

Disciplines (pp.181-200). Bangladesh: Book Zone Publication.

 

Kementerian Pendidikan Malaysia. (2002) Penawaran Mata Pelajaran Bahasa Tambahan di

Sekolah Kebangsaan (SK). Retrieved from

https://www.moe.gov.my/images/pekeliling/2002/circularfile_file_000817.pdf

 

Khong, H., Hassan, N. & Ramli, N. (2017). Motivation and Gender Differences in Learning

Spanish as a Foreign Language in a Malaysian Technical University. Malaysian

Journal of Learning and Instruction: Vol. 14 No. 2 (2017): 59-83.

 

Kim, T.-Y., & Kim, Y.-K. (2014). A Structural Model for Perceptual Learning Styles, the

Ideal L2 self, Motivated Behavior, and English Proficiency. System, 46, 14–27.

 

Kirkpatrick, A. (2011). English as an Asian lingua franca and the multilingual model of ELT.

Language Teaching, 44(2), 212-224. http://dx.doi.org/10.1017/S0261444810000145

 

Kovac, M. M. & Zdilar, A. M. (2017). Students’Attitudes towards Foreign Languages.

Journal of Educational and Developmental Psychology; Vol. 7, No. 2. doi:

10.5539/jedp.v7n2p124.

 

Kvale, S. (1996). Interviews: An Introduction to Qualitative Research Interviewing.

Thousand Oaks: SAGE Publications.

 

Kwok, C. (2017). The role of self and identity in motivating learners of Mandarin Chinese as

a foreign language in Ireland. University of Dublin, Trinity College. Retrieved from

http://www.tara.tcd.ie/bitstream/handle/2262/83105/PhD_Kwok_2018.pdf?sequence=

1&isAllowed=y.

 

Legault, L. (2017). Self-Determination Theory. Springer International Publishing. doi:

10.1007/978-3-319-28099-8_1162-1.

 

Lewis, Paul, M., Simons, G.F., & Fennig, C.D. (Eds.) (2015). Ethnologue: languages of the

world (eighteenth edition). Dallas, TX: SIL International. Online version:

http://www.ethnologue.com.

 

Liu, X. & Wang, L.C. (2017). Motivation, Learning Strategies, and Language Competency in

a Technology Facilitated Chinese as a Second Language Classroom. Chinese

Language Teaching Methodology and Technology, Vol. 1 [2017], Iss. 2, Art. 2.

 

Markus, H. and Nurius, P. (1986). Possible selves. American psychologist, 41 (9), 954-969.

 

Mercer, S. (2016). The contexts within me: L2 self as a complex dynamic system. In J. King

The dynamic interplay between context and the language learner (pp. 11-28).

London: Palgrave Macmillan.

 

Mkize, F. & Chisoni, G. (2015). The Role of Motivation in Learning Chinese as a Second

Language: A Case study of Zimbabwean Students Learning Chinese as a Second

Language. International Journal of Language and Linguistics Volume 3, Issue 4.

Pages: 252-257.

 

Mohamed, O. & Zhao, W. (2017). Motivation and Satisfaction of International Student

Studying Chinese Language with Technology of Education. 2017 International

Conference of Educational Innovation through Technology (EITT) (pp. 272-277).

Osaka, Japan: IEEE.

 

M, Y. T. (2017). Malaysia has most students in international schools in SEA. The Star

Online. Retrieved from

https://www.thestar.com.my/news/nation/2017/03/10/malaysia-has-most-studentsenrolled-

in-international-schools-in-region/#AXBPMpwGUc6qFEkq.99.

 

Naimah, A.(2005). Cemerlang dalam peperiksaan, lemah dalam kemahiran komunikasi:

Permasalahan yang dihadapi oleh pelajar penutur bukan jati yang mempelajari bahasa

ketiga. Proceedings of ILANNS 2005 Conference. MARA University of Technology

Malaysia.

 

Nasa, A. & Pilay, S. (2017). International Schools: Why their numbers are growing. New

Straits Times. Retrieved from

https://www.nst.com.my/news/exclusive/2017/04/233140/international-schools-whytheir-

numbers-are-growing.

 

Nikitina, L. (2015). Country Stereotypes and L2 Motivation: A Study of French, German and

Spanish Language Learners. Retrieved from:

http://dx.doi.org/10.17002/sil..37.2015010.483.

 

Nor, M. H., Yusuf, R. & Salleh, N. (2016). Influence of Attitudes in Learning Foreign

Languages among Students of Sultan Idris Education University (UPSI). EFL

JOURNAL Vol. 1 No. 2, e-ISSN: 2502-6054, p-ISSN: 2527-5089. doi:

http://dx.doi.org/10.21462/eflj.v1i2.10.

 

Odinye, S. I. (2015). The spread of Mandarin Chinese as a global language. Journal of

Linguistics, Language and Culture. Volume 2. 32.

 

Oxford, R. L. (1996). Language Learning Motivation: Pathways to the New Century.

Honolulu: University of Hawaii, Second Language Teaching.

 

Prasangani, K. S. (2014).Malaysian L2 Learners’ English Learning Motivation: A Study of

Goals, Attitudes and Self. Issues in Language Studies , Vol. 3, No. 1-2014.

 

Plumb, C. (2016). On the Possibility of Mandarin Chinese as a Lingua Franca. Journal of

Educational Issues Vol 2, No. 2, ISSN 2377-2263.

http://dx.doi.org/10.5296/jei.v2i2.9458.

 

Rahman, H. A., Rajab, A., Wahab, S. R., Nor, F. M., Zakaria, W. Z., & Badli, M. A. (2017).

Factors Affecting Motivation in Language Learning. International Journal of

Information and Education Technology, Vol. 7, No. 7.

 

Rajaendram, R. & Lee, C. (2018). Feedback sought on abolishing exams. The Star Online.

Retrieved from https://www.thestar.com.my/news/nation/2018/08/18/feedbacksought-

on-abolishing-exams-ministry-seeks-public-views-on-doing-away-with-testsin-

years-on/.

 

Ramzy, A. (2006). Get Ahead, Learn Madarin. Times Magazine, 4-50. Rowan & Littlefield

Publishers, Inc.

 

Roopa, S. & Rani, M. (2012). Questionnaire Designing for a Survey. Journal of Indian

Orthodontic Society, 46(4), 273-277. https://doi.org/10.5005/jp-journals-10021-1104

 

Shao, G. (2015, March 3). Chinese as a second language growing in popularity. Retrieved

from https://america.cgtn.com: https://america.cgtn.com/2015/03/03/chinese-as-asecond-

language-growing-in-popularity.

 

Skinner, B. F. (1953). Science and human behaviour. Simon and Schuster.

 

Spencer, W. A. (2015) "Mandarin Chinese as a Second Language: A Review of Literature".

Honors Research Projects. 210.

http://ideaexchange.uakron.edu/honors_research_projects/210.

 

Shih, H. J. & Chang, S. M. (2018). Relations Among L2 Learning Motivation, Language

Learning Anxiety, Self-efficacy and Family Influence: A Structual Equation Model.

English Language Teaching; Vol. 11, No. 11.

 

Svec, S. et al. (1998). Metodológia vied o výchove. Bratislava: IRIS.

 

Taguchi, T., Magid, M., and Papi, M. (2009). The L2 motivational self system amongst

Chinese, Japanese, and Iranian learners of English: A comparative study. In Z.

Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 66–

97). Clevedon, UK: Multilingual Matters.

 

Takagi, H. (2014). Student Motivation in Foreign Language Learning at The Community

College Level. Claremont Graduate University and San Diego State University.

Retrieved from https://sdsudspace.

calstate.edu/bitstream/handle/10211.3/137806/Takagi_sdsu_0220D_10668.pdf

?sequence=1

 

Tan, T. G., & Hoe, F. T. (2007). Research and contribution of University Technology MARA

to the teaching Chinese language as a foreign language. Proceedings of 3rd

International Forum on Chinese Language Teaching. National Taiwan Normal

University.

 

Tan, T. G., & Hoe, F. T. (2009). Vocabulary learning strategies of students learning mandarin

as a foreign language. Proceedings of ILANNS 2009 Conference. MARA University

of Technology Malaysia.

 

Tan, T., Ismail, H., Hoe, F. & Ho, C. (2016). The Motivation of Undergraduates Learning

Mandarin as A Foreign Language. e-Academia Journal UiTMT 2016 Volume 5 Issue

1.

 

Ting, H. L. & Rijeng, J. S. (2018). An Investigation On Mandarin Speaking Anxiety Among

Non-Native Mandarin Learners. Academy of Language Studies, Universiti Teknologi

MARA Sarawak.

 

The Office of Chinese Language Council International (Hanban). (2002). Gaodeng

Xuexiao Waiguo Liuxuesheng Hanyu Jiaoxue Dagang [International Curriculum

for Chinese Language Education]. Beijing:Beijing Language and Culture University

Publisher.

 

United Nation. (2017). China Population 2019. Retrieved from

http://worldpopulationreview.com/countries/china-population/.

 

Ushioda, E. (2017). The impact of Global English on motivation to learn other languages:

Toward an ideal multilingual self. Modern Language Journal, 101, 469–482.

 

Wei, N. (2016). An Investigation of Motivation in Children’s Foreign Language Learning

Process — A Case Study on the Basis of Needs Analysis. Theory and Practice in

Language Studies, Vol. 6, No. 7, 1413-1419. doi:

http://dx.doi.org/10.17507/tpls.0607.12.

 

Wei, Q. (2018). UK, Pioneer of Chinese Language Education. Hanban News. Retrieved from

http://english.hanban.org/article/2018-07/03/content_738387.htm.

 

Wenger, E. (1998) Communities of Practice: Learning, Meaning, Identity, Cambridge:

Cambridge University Press.

 

Winskel, Heather & Zhou, Jing & Li, Zhang & Xiao Mei, Gao & Peart, Emma & Booth,

Kate. (2015). Challenges of Foreign Language Learning in Early Childhood. 142-156.

 

Yetkin, R. & Ekin, S. (2018). Motivational Orientations of Secondary School EFL Learners

towards Language Learning. Eurasian Journal of Applied Linguistics, 4(2),375-388.

doi: 10.32601/ejal.464202.

 

Zareian, G. & Jodaei, H. (2015). Motivation in Second Language Acquisition: A State of the

Art Article. International J. Soc. Sci. & Education 2015 Vol.5 Issue 2, ISSN: 2223-

4934 E and 2227-393X Print.

 

Zhang, S. (2011). English as a global language in Chinese context. Theory and Practice in

Language Studies, 1(2), 167-176. http://dx.doi.org/10.4304/tpls.1.2.167-176

 

Zuki, K. & Mohamad, W. (2017). Attitude and Motivation Students Bajau in Studying Malay

Language as a Second Language. Malay Language Education Journal – MyLEJ; Vol.

7, Bil. 1.

 

Zulkifli, N. Z. & Bakar, S. S. A. (2018). Motivasi Pelajar Dalam Mempelajari Bahasa Melayu

Sebagai Bahasa Asing. Persidangan Antarabangsa Memartabatkan Bahasa Melayu

kali Kelima (pp. 119-127). Tashkent, Uzbekistan: PAMBM.

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.