The dynamics of student motivation in learning Chinese: A case study

This paper investigates the dynamics of motivation in learning Chinese, prompted by the paradoxical trend of increasing interest in Chinese language study in the United States juxtaposed with low enrollment and retention rates. Incorporating the Complex Dynamic Systems Theory (CDST) (Larsen-Freeman & Cameron, 2008), this research delves into the motivational trajectories of students across various learning phases, considering their learning experiences and contexts within and beyond a Chinese summer program. Data analysis indicates an increased learning motivation during the program, attributed to (1) effective instructional methods, (2) skilled instructors, and (3) a conducive learning environment. A decline in motivation is observed a semester after the program, mainly because of diminished language exposure and limited chances for learning. This study provides insights into the temporal and dynamic dimensions of motivation. Implications for sustaining Chinese learning motivation within and beyond a program are also presented.