What sustains Chinese language learning motivation: a case study of southwestern American high school students

Abstract

This holistic single-case study aims to investigate the sustained Chinese language learning motivation of American high school students who learn Chinese as a foreign language. The study is guided by the following questions: "What are the factors that contribute to sustained motivation to learn Chinese as a foreign language among American high school students in their third or fourth year of Chinese learning in a Southwestern state in the United States?" and "How are heritage and non-heritage high school students in their third or fourth year of Chinese learning in a Southwestern state in the United States different or similar in their sustained motivation to learn Chinese as a foreign language?" Eleven participants, including 10 high school students enrolled in Chinese 3 and 4 classes and one Chinese teacher, participated in the study. The students completed a demographic survey and two interviews, while the Chinese teacher was interviewed once. Classroom observations were conducted throughout the semester. Data sources included completed surveys, interview transcripts, and classroom observation field notes. The researcher used thematic analysis as an overarching method to identify major themes and conducted constant comparisons to analyze the data. The study identified six major factors contributing to sustained Chinese learning motivation: (a) teacher influence, (b) love of the Chinese language and culture, (c) personal development and advancement, (d) utility, (e) peer influence, and (f) parental influence. The study also found several major similarities and differences in sustained Chinese learning motivation between heritage and non-heritage language learners. This study highlights the significance of recognizing and addressing the unique motivations of both heritage and non-heritage language learners in Chinese language education.