Exploring Student Motivation and Performance in Distance Chinese Learning in Sweden

Motivation plays a crucial role in learning. Previous research indicates that highly motivated students are more likely to achieve academic success through active engagement in the learning process. Drawing on Self-Determination Theory (SDT), which constructs motivation into intrinsic and extrinsic, this chapter presents an investigation into university students’ motivation for learning Chinese as a Foreign Language (CFL) online, focusing on how motivation influences the continuation of Chinese studies and performance in the online learning environment. A quantitative survey was conducted, an online questionnaire was distributed to around 250 CFL students in a Swedish university, which yielded 94 responses with an answer rate of 38%. Multiple regression analyses of responses revealed that intrinsic motivation significantly influences students’ persistence and academic performance in online Chinese studies. Specifically, students’ interest in the Chinese language and enjoyment of online learning emerged as key indicators. Although extrinsic motivation was found to correlate primarily with academic performance overall, the desire to master Chinese emerged as a strong predictor of both persistence and performance. The findings of this study offer valuable insights into online CFL learners’ motivation and highlight the importance of cultivating an enjoyable and supportive online learning environment for Chinese learners.