An Investigation of Learners’ Drive to Learn Mandarin: A Case Study

1832


Background of Study
Learning Mandarin as a second language is a challenging and unique task.The language's complexity, distinctive writing system, and tonal characteristics require a strategic and

Statement of Problem
Learning Mandarin can be challenging for non-Chinese learners, especially in terms of pronunciation and writing Chinese characters (Hong, 2021;Cheong et al., 2019).Despite the difficulties, mastering Mandarin offers significant advantages.Hananya (2020) highlights numerous benefits that greatly enhance motivation to learn the language.However, Chua and Azlan (2019) discovered that the teacher emphasized that learners' motivation tends to decline upon beginning their Mandarin level 2 course.Veloo et al. (2019) found that students' motivation to learn Mandarin is strongly influenced by the classroom learning environment.According to Vital (2012), a positive learning environment can help increase student achievement.A conducive learning environment is one where learners feel relaxed, motivated, and inspired by their surroundings.In such an environment, learners are encouraged to explore their interests, ask questions, and actively participate in discussions.Students with self-discipline and organization are more motivated to learn Mandarin (Jung et al, 2021).According to Eccles and Wigfield (2002), it is important to understand how students' beliefs, values, and goals influence their motivation and behavior, and to develop interventions that promote positive outcomes.Students' perceptions can significantly affect their motivation levels and engagement in the learning process.

Objective of the Study and Research Questions
This study is done to explore perception of learners on their motivation and the use of self-regulated earning strategies .Specifically, this study is done to answer the following questions; • How do learners perceive motivational beliefs in their language learning?• How do learners perceive self-regulated learning strategies in their language learning?

Literature Review
Motivation to Learn Motivation to learn a new language, such as Mandarin, is a widely explored topic in literature (Cheong et al., 2019;Hong, 2021).According to Kamalruzaman et al. (2023), an individual's motivation arises from their own needs and when they can make their own decisions.Two primary forms of motivation have been identified: intrinsic and extrinsic.Intrinsic motivation involves learning a language for personal satisfaction and enjoyment.It is often fueled by a fascination with the language's culture, literature, and unique traits (Deci & Ryan, 2008).On the other hand, extrinsic motivation is rooted in external factors like parental or teacher pressure, the desire for better job prospects or higher salary, and the need to pass proficiency tests (Van & Habók, 2021).The allure of Mandarin, with its rich cultural heritage and global significance, often acts as a powerful intrinsic motivator, inspiring learners to embark on the linguistic journey (Wen & Piao, 2020).Furthermore, the practical benefits of Mandarin proficiency, such as improved job prospects in a globalized world, serve as strong extrinsic motivators.According to Xu & Liu (2023), individuals with a strong command of Mandarin are more likely to secure employment aligned with their expertise and understanding.This duality of motivation, where learners may initially be driven by external incentives but develop a genuine passion for the language and culture over time, highlights the dynamic nature of motivation in language learning.The complexity of motivation in language learning extends beyond intrinsic and extrinsic factors.Another important aspect is the role of personal goals and aspirations.Individuals may be motivated to learn Mandarin to connect with their heritage, communicate with family members, or simply challenge themselves intellectually (Xu & Moloney, 2014).These personal motivations can be deeply meaningful and provide a sense of purpose throughout the language learning journey.

Self-Regulated Learning Strategies
Self-regulated learning entails the continuous practice of self-monitoring and selfdirection to achieve learning objectives (Pilling-Cormick & Garrison, 2007).These strategies encompass various learner-driven activities, such as goal setting, time management, resource selection, and metacognition.Among the various self-regulation strategies, students nowadays can leverage technology to enhance their Mandarin language proficiency and improve their skills (Anthonysamy et al., 2020).The increasing popularity of blended learning and the widespread availability of affordable devices have become a prevalent trend in higher education institutions.Students have become accustomed to using digital devices for a multitude of purposes, including communication, collaboration, and accessing diverse sources of information for future research endeavors.It is important to develop adaptive training methods that consider individual differences in self-regulation strategies (Theobald, 2021).Self-regulation plays a crucial role in successful classroom learning.Students who lack self-regulation may struggle to grasp the content prior to class, resulting in poor learning outcomes or disengagement during subsequent classroom activities.Conversely, students with strong self-regulation skills can effectively utilize and comprehend the material.Therefore, it is imperative to foster the development of self-regulated learning strategies to enable students to thrive in educational environments (Zheng et al., 2020).Teachers can adapt their courses to engage and support learners by providing personalized assistance, while learners can gain valuable insights and receive feedback on their learning progress (Santana-Monagas et al., 2022).Particularly when it comes to Mandarin language skills, teachers serve as prime examples in helping students cultivate effective self-study strategies (Chua & Azlan, 2019).Teachers should act as facilitators, being well-versed in all aspects of teaching and continuously improving their instructional methods.

Past Studies on Motivation and Self-Regulated Learning Strategies
Marszalek, et.a .( 2022) conducted a study to examine the association between intrinsic motivation, dispositional flow in the learning of foreign language.116 students participated in the study.The instrument used was L2 Motivational Self Scale and the Dispositional Flow Sacle-2.The instrument used had good evidence of construct validity.Data was analysed using factor analysis.Findings showed there is a correlation between the constructs investigated.The findings thus suggested the flow in the classroom is an important route for learners to maximise their foreign language learning.
EIAdl & Polpol (2020) investigated how self-regulated learning strategies influence problem-solving skills and academic self-efficacy among high school students in the Sultanate of Oman.80 students participated in this experimental study.40 students were in the experimental while another 40 were in the control group.Learners went through activities on self-regulated learning for 12 weeks.Findings showed students in the experimental group developed robust creative problem skills and academic self-efficacy.
The study by Biber (2022) was done to look at self-regulated learning strategies used by students to prepare for their Mathematics exam in the 7 th grade.This case study and qualitative methos study was done from data collected from high-and low-achievers.Data was collected from an interview.Descriptive analysis method was used to analyse the data.Findings showed high achievers used all the strategies.Findings also revealed that the self-regulated strategies used by low achievers are self-assessment, seeking information and help, environmental regulation, and reviewing notes before maths exams.

Conceptual Framework
Figure 1 shows the conceptual framework of the study.This study explores factors that influence learners' drive to learn a foreign language.According to Rahmat,et.al. (2021), learners are motivated to learn if they are aware that they can gain satisfaction, be given attention while learning , and achieve confidence after they have learnt the target language.This study adapts the motivational beliefs and self-regulated learning strategies presented by Pintrich , & De Groot (1990).Motivational beliefs are affected by self-efficacy, intrinsic value and test anxiety.In addition to that, motivated learners use self-regulated learning strategies such as cognitive strategy and self-regulation.Table 2 shows the reliability of the survey.The analysis shows a Cronbach alpha of .943,thus revealing a good reliability of the instrument chosen/used.Further analysis using SPSS is done to present findings to answer the research questions for this study.

Findings
Findings for Demographic Profile Q1.Gender Figure 3 shows the percentage for level of study.56% are doing their degree studies.44 % are doing their diploma studies.Figure 5 presents the mean for self-efficacy.The highest mean is 3.8 for the item "MBSEQ2I'm certain I can understand the ideas taught in this course".This is followed by the mean of 3.7 for the item "MBSEQ2I'm certain I can understand the ideas taught in this course".Three items share the same mean of 3.6 and they are "MBSEQ5I am sure I can do an excellent job on the problems and tasks assigned for this class", "MBSEQ61 think I will receive a good grade in this class" and "MBSEQ9I know that I will be able to learn the material for this class" MBSEQ61 think I will receive a good grade in this class.

Q3 Mode of Study
MBSEQ 7My study skills are excellent compared with others in this class.
MBSEQ8Compared with other students in this class I think I know a great deal about the subject.
MBSEQ9I know that I will be able to learn the material for this class INTRINSIC VALUE (9 items) Figure 6-Mean for Intrinsic Value Figure 6 shows the mean for intrinsic value.Four items share the same highest mean of 4 and they are "MBIVQ3I like what I am learning in this class", "MBIVQ 6Even when I do poorly on a test I try to learn from my mistakes", "MBIVQ 8I think that what we are learning in this class is interesting" and "MBIVQ 9Understanding this subject is important to me".

(i)
TEST ANXIETY (4 items) Figure 7-Mean for Test Anxiety Figure 7 presents the mean for test anxiety.Th highest mean is 3.5 for the item "MBTAQ 3I worry a great deal about tests".Next, the item "MBTAQ1I am so nervous during a test that I cannot remember facts I have learned" reveal a mean of 3.4.Finally, two items  share the same mean of 3.3 and they are "MBTAQ 2I have an uneasy, upset feeling when I take a test" and "MBTAQ 4When I take a test I think about how poorly I am doing".

Findings for Self-Regulated Learning Strategies
This section presents data to answer research question 2-How do learners perceive self-regulated learning strategies in their language learning?In the context of this study, this refers to (i) cognitive strategy use, and (ii) self-regulation.Figure 8 shows the mean for cognitive strategy.Two items share the highest mean of 4.1 and they are "SRLSCSUQ 2When I do homework, I try to remember what the teacher said in class so I can answer the questions correctly" and "SRLSCSUQ 9I use what I have learned from old homework assignments and the textbook to do new assignments".Next, three items share the same mean of 4 and they are, "SRLSCSUQ1When I study for a test, I try to put together the information from class and from the book", "SRLSCSUQ 6When I study for a test, I try to remember as many facts as I can", and "SRLSCSUQ 8When I study for a test, I practice saying the important facts over and over to myself".The lowest mean is 3.5 for the item "SRLSCSUQ 3It is hard for me to decide what the main ideas are in what I read".SELF-REGULATION (9 items) Figure 9-Mean for Self-Regulation Figure 9 shows the mean for self-regulation.Two items share the highest mean of 3.7 and they are "SRLSSRQ1I ask myself questions to make sure I know the material I have been studying", and "SRLSSRQ 5Before I begin studying, I think about the things I will need to do to learn".Next, two items share the mean of 3.6 and they are "SRLSSRQ 4Even when study materials are dull and uninteresting, I keep working until I finish" and "SRLSSRQ 91 work hard to get a good grade even when I don't like a class".Then lowest mean is 2.9 for the items "SRLSSRQ 7I find that when the teacher is talking, I think of other things and don't really listen to what is being said".

Summary of Findings and Discussions
In summary, learners need to be in control of their own learning outcome.They need to have self-efficacy, intrinsic value and also test anxiety.Self-efficacy in learning is achieved when learners feel they have control over their won learning.They understood what is taught to them and if they have control over their own learning.Learners' need positive intrinsic value to maintain their interest in learning.This value helps learners cope even if sometimes some aspects of learning may fail, they will remain motivated to learn further.Learners do have test anxiety, and this anxiety pushes them to want to learn more.The findings in this study is in accordance with the study by Marszalek, et.al. (2022) who reported that there is an association between intrinsic motivation, dispositional flow in the learning of foreign SRLSSRQ 91 work hard to get a good grade even when I don't like a class language.Dispositional flow refers to a person's feelings of personal control over situation and the outcome.
Next, this study also revealed that having cognitive strategy skills help learners link old knowledge to new knowledge.This strategy also helps learners to make sense of what they have learnt and are learning.In addition to that learners who use self-regulation strategies are able to be independent learners.They will keep learning even if they learning activities do not interest them.The use of the strategies helps them to stary focuses to maximize learning.Simialrly, EIAdl & Polpol (2020) and also Biber (2022) also found that how self-regulated learning strategies influence problem-solving skills and academic self-efficacy.These learners stay pivoted in their learning goals.
This research considers motivation not only as the first step to engage but also as the techniques learners use to enhance and maintain their Mandarin language learning.Selfregulation is crucial for learners to actively managing and monitoring cognitive and metacognitive processes during Mandarin learning.This can be done by comprehending the connection between expectations (self-efficacy) and task values (intrinsic and extrinsic) that result from student motivation in a learning environment.In addition to that, learners can merge these elements with self-regulated learning processes, students can be empowered with practical applications of motivation and self-regulated learning.This comprehensive approach empowers learners to actively take charge of their Mandarin language learning, fostering a deeper understanding and mastery of the language.

Pedagogical Implications and Suggestions for Future Research
The motivational aspects were strongly connected to students' cognitive engagement and academic performance in the classroom.(Pintrich & De Groot,1990).Educators can learn a great deal about how motivating beliefs affect the choice, application, and modification of self-regulated learning strategies by exploring this complex relationship in further detail.By comprehending how self-regulated learning strategies are chosen based on motivational beliefs, educators can modify their teaching methods to better meet the needs of each individual student.To have a better understanding of how learners' ideas about their motivation for learning Mandarin influence their use of self-regulated learning strategies, future research could undertake a thorough analysis of internal and external factors.These views are formed in part by a variety of factors, including perceived relevance, personal interest, and peer and teacher influence.It is imperative that educators and language programs acknowledge and value the unique motivating frameworks of each student and adjust their pedagogical approaches accordingly.According Veloo et al.'s (2019), by creating a supportive and motivating learning environment, educators can foster intrinsic motivation and strengthen learners' determination to master Mandarin.Additionally, future research could also explore the role of cultural background and prior language learning experiences in shaping learners' beliefs about motivation to learn Mandarin.Understanding how cultural factors influence motivation can help educators tailor instructional materials and activities to better meet the needs and interests of diverse learners.By considering a comprehensive range of internal and external factors, educators can design effective teaching methods that foster intrinsic motivation so that learners can speak Mandarin autonomously and proficiently.

Figure 1 -
Figure 1-Conceptual Framework of the Study-Learners' Drive to Learn Mandarin

Figure 2 -Figure 3 -
Figure 2-Percentage for GenderFigure2shows the percentage of gender.The majority of the respondents are female (79%).21 % are male respondents.

Figure 4 -Figure 5 -
Figure 4-Percentage for Mode of Study Figure 4 shows the percentage for mode of study.The majority of respondents are full-time students.35% are part-time students.
students in this class I expect to do well.MBSEQ2I'm certain I can understand the ideas taught in this course.MBSEQ 3I expect to do very well in this class.MBSEQ 4Compared with others in this class, I think I'm a good student MBSEQ5I am sure I can do an excellent job on the problems and tasks assigned for this class.

Figure 8 -
Figure 8-Mean for Cognitive Strategy for a test, I try to put together the information from class and from the… SRLSCSUQ 2When I do homework, I try to remember what the teacher said in class so I can answer the… SRLSCSUQ 3It is hard for me to decide what the main ideas are in what I read SRLSCSUQ 4When I study, I put important ideas into my own words.SRLSCSUQ 5I always try to understand what the teacher is saying even if it doesn't make sense SRLSCSUQ 6When I study for a test, I try to remember as many facts as I can SRLSCSUQ 7When studying, I copy my notes over to help me remember material.SRLSCSUQ 8When I study for a test, I practice saying the important facts over and over to myself SRLSCSUQ 9I use what I have learned from old homework assignments and the textbook to do new… SRLSCSUQ 10When I am studying a topic, I try to make everything fit together.SRLSCSUQ 11When I read material for this class, I say the words over and over to myself to help me… SRLSCSUQ 12I outline the chapters in my book to help me study.SRLSCSUQ 13When reading I try to connect the things, I am reading about with what I already know.
questions to make sure I know the material I have been studying SRLSSRQ 2When work is hard I either give up or study only the easy parts.SRLSSRQ 3I work on practice exercises and answer end of chapter questions even when I don't have to.SRLSSRQ 4Even when study materials are dull and uninteresting, I keep working until I finish SRLSSRQ 5Before I begin studying, I think about the things I will need to do to learn SRLSSRQ 6I often find that I have been reading for class but don't know what it is all about.SRLSSRQ 7I find that when the teacher is talking, I think of other things and don't really listen to what is being said SRLSSRQ 8When I'm reading, I stop once in a while and go over what I have read.

Table 2 -
Reliability of Survey