Motivational Influences in Chinese Language Learning of Thai University Students
Keywords:
Chinese language learning, family background, motivation, parental support, Thai University StudentsAbstract
As Chinese language education grows in importance in Thailand, understanding student motivation has become increasingly relevant. However, limited research has examined how family background and parental support shape university students’ motivation to learn Chinese, particularly in distinguishing between Chinese-heritage and non-heritage learners. This study addresses this research gap by investigating the role of family-related factors in influencing learner motivation. The objectives of this study were to: (1) examine the overall level of motivation of Thai university students learning Chinese; and (2) identify differences in motivation between Chinese-heritage and non-heritage students, with a specific focus on parental support. A mixed-methods design was employed. Quantitative data were collected from 200 students using a 37-item questionnaire administered on a 5-point Likert scale, with participants selected through simple random sampling. Instrument validity was verified through expert evaluation, with all items achieving Index of Item-Objective Congruence (IOC) scores of 0.67 or higher. Reliability analysis indicated strong internal consistency (Cronbach’s α = 0.978). Qualitative data were obtained through semistructured interviews with 10 purposively selected participants. Data were analyzed using descriptive statistics to present overall motivational levels, and content analysis was used to interpret the interview findings. The findings showed a high level of overall motivation among Thai university students learning Chinese (M = 3.71, SD = 0.44). Interview results further indicated that parental encouragement, cultural exposure, and emotional support played influential roles in sustaining students’ motivation to learn Chinese. Thai-Chinese students demonstrated higher intrinsic motivation than non-Chinese Thai students. The study highlights the importance of family engagement and suggests that universities should collaborate with families to foster supportive learning environments that enhance students’ motivation to learn Chinese.
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