Acta Psychol (Amst). 2025 Sep 1;260:105483. doi: 10.1016/j.actpsy.2025.105483. Online ahead of print.
ABSTRACT
Compared to existing research on foreign language anxiety (FLA) and motivation, which focus on learning English as a foreign language (EFL), research on anxiety and motivation in learning Chinese as second or foreign language remains limited. Therefore, this study aims to examine the impact of anxiety and motivation on learning Chinese as a foreign language (CFL), as well as investigate the relationship between anxiety and motivation among CFL learners, with the primary factors that could contribute to increasing anxiety and motivation levels. Employing a correlational design, 66 first-year intermediate school CFL learners participated in this study. Data were collected using two questionnaires: the Foreign Language Classroom Anxiety Scale (FLCAS) by Sung and Li (2019) and a motivation scale adapted by Wen (1997). To analyze the data using the Statistical Package for the Social Sciences (SPSS), the present study employed a quantitative approach and a descriptive-analytical method. The findings revealed a high impact of anxiety on CFL learning, particularly concerning the mastery of language skills and writing Chinese characters. Learners expressed high levels of Chinese class performance anxiety, while levels of confidence in their overall ability to learn the language were significantly lower. Additionally, learners exhibited high motivation to learn Chinese. No significant relationship was observed between anxiety and motivation. This study highlights significant insights for Chinese language instructors, emphasizing the need to improve teaching approaches to minimize anxiety while improving motivation.
PMID:40897141 | DOI:10.1016/j.actpsy.2025.105483
