In response to the growing prevalence of online second language learning and the burgeoning field of international Chinese language education, this study examines the impact of multimodal inputs (MMI) on vocabulary acquisition within online environments among learners of Chinese as a second language (CSL). A teaching intervention was conducted with 90 Mongolian CSL learners, who were grouped into audiovisual, audio, and visual groups. The findings indicate that the audiovisual condition significantly improved vocabulary retention compared to the single-modality conditions in a delayed post-test. Nevertheless, the efficacy of the MMI treatment was observed to vary with learners’ proficiency levels, with beginner-level CSL learners deriving greater benefit from MMI than intermediate-level learners. Furthermore, participants expressed both favorable and critical perspectives regarding the application of MMI in vocabulary instruction. These results highlight the potential of MMI interventions to enhance vocabulary learning in online second-language education, while also underscoring the necessity of considering learners’ target language proficiency and their attitudes when developing MMI-based instructional approaches.

The advantage of Chinese-as-a-heritage-language (CHL) learners in acquiring Chinese has been widely recognized. However, it is still unclear whether the effect of CHL background on Chinese receptive vocabulary breadth varies across different countries. To address this gap, the present study recruited 232 Chinese language learners (half were CHL learners) from Indonesia and Thailand and administered a Chinese vocabulary proficiency test. The results of regression analysis revealed an interaction effect between country and CHL background on vocabulary breadth, with the contribution of CHL background to vocabulary breadth more robust in the Indonesian group than that in the Thai group. Interviews were then conducted to explore the factors that might influence such an interaction effect. Analysis of the interview data found that the influencing factors could be categorized into four themes, including individual differences, family background, Chinese language education and socio-cultural factors. The overall results were discussed within the framework of ecological system theory, and pedagogical implications for CHL learners were proposed.

ABSTRACT An increasing body of research has investigated the role of enjoyment in second language acquisition (SLA); however, few studies have explored whether learners of Chinese as a second/foreign language (CS/FL) experience enjoyment in learning Hanzi (Chinese characters) and how enjoyment impacts Hanzi recognition performance. To address this gap, a Hanzi Learning Enjoyment Scale was developed and administered to 446 Arabic CS/FL learners, 144 of whom also completed a Hanzi recognition test. Two key findings emerged. First, the results of factor analysis revealed four factors underlying Hanzi learning enjoyment: Hanzi culture, personal attitudes, teacher support, and personal fulfillment. Second, enjoyment did not emerge as a significant predictor of Hanzi recognition performance. Notably, the variance in Hanzi recognition scores explained by enjoyment ranked among the top three explanatory variables, comparable to the predictive power of years spent learning Chinese. This study concludes with theoretical insights into the construct of foreign language enjoyment (FLE) across different languages and language components, as well as practical recommendations for enhancing Hanzi instruction.

In order to address the needs of the continually growing number of Chinese language learners, the present study developed and presented initial validation of a 100-item Chinese vocabulary proficiency test (CVPT) for learners of Chinese as a second/foreign language (CS/FL) using Item Response Theory among 170 CS/FL learners from Indonesia and 354 CS/FL learners from Thailand. Participants were required to translate or explain the meanings of the Chinese words using Indonesian or Thai. The results provided preliminary evidence for the construct validity of the CVPT for measuring CS/FL learners’ receptive Chinese vocabulary knowledge in terms of content, substantive, structural, generalizability, and external aspects. The translation-based CVPT was an attempt to measure CS/FL learners’ vocabulary proficiency by exploring their performance in a vocabulary translation task, potentially revealing test-takers’ high-degree vocabulary knowledge. Such a CVPT could be useful for Chinese vocabulary instruction and designing future Chinese vocabulary measurement tools.

Chinese character size is the number of characters that a person can recognize and has been well documented as a critical measure of Chinese literacy. A variety of Chinese character size tests have been developed since the 1930s. However, systematic reviews have not yet been conducted on Chinese character size tests. The purpose of this article is to provide a comprehensive review of Chinese character size tests conducted between 1930 and 2021 among native Chinese-speaking children and Chinese language learners. There are three main findings. First, most character size tests were constructed using a frequency-based stratified-sampling method to select target characters, a mixed method focusing on both pronunciation and meaning to test target characters, and a holistic method to score the test-takers’ responses. Second, the majority of tests used Classical Testing Theory (CTT) for checking the item quality, reliability, and validity, and only two tests employed both CTT and Item Response Theory. Third, most tests estimated character sizes using CTT, while only three tests constructed character size norms. It is suggested that future studies address cross-group investigation, determine the most robust construction and estimation methods, develop computer-assisted tests, and apply character size tests to classroom settings.

The impact of motivation, anxiety and learning strategies on the achievement of foreign language proficiency has been widely acknowledged in the context of traditional offline classroom settings. However, this issue has not been extensively documented in relation to online learning, which has become the predominant form of language learning during the period of the COVID-19 pandemic. The current study was conducted to investigate the relative prediction of motivation, anxiety and learning strategies for second language achievement among 90 Thai adult learners of Chinese as a foreign language (CFL) who took online Chinese courses. The participants completed a questionnaire dealing with motivation, anxiety, learning strategies, and their Chinese proficiency was measured by self-report and a Chinese vocabulary size test. A series of hierarchical regression analyses revealed two major findings. First, anxiety emerged as the most stable factor for the participants’ CFL achievement, followed by learning strategies and motivation. Second, motivation, anxiety and learning strategies only significantly predicted the participants’ self-rated Chinese language proficiency, but not their performance on the Chinese vocabulary size test. The overall results indicate the relative importance of motivation, anxiety and learning strategies to Chinese language learning in the online environment and suggest different measures of CFL achievement may lead to different research findings. The general findings were of theoretical and pedagogical significance for understanding and addressing individual differences factors in online language learning.

Measuring Chinese character recognition ability is essential in research on character learning by learners of Chinese as a second language (CSL). Three methods are typically used to evaluate character recognition competence by investigating the following properties of a given character: (a) pronunciation (phonological method), (b) meaning (semantic method), and (c) pronunciation and meaning (phonological & semantic or PS method). However, no study has explored the similar or dissimilar outcomes that these three measurements might yield. The current study examined this issue by testing 162 CSL learners with various L1 backgrounds and Chinese proficiency levels. Participants’ performances in character recognition measured using a phonological method, a semantic method, and a PS method were compared, which led to two major findings. In terms of similarity, participants’ performances in character recognition and the influence of L1 background and Chinese proficiency level on character recognition was similar across the three methods. As for differences, the semantic method could yield a character recognition test with better quality than the other two methods, and the three methods yielded different best fitting models and showed different prediction for Chinese proficiency across different L1 groups. Theoretical and practical implications of these findings are proposed.

The present research investigates the role of L1 script directionality and L2 proficiency on the learning of Hanzi (Chinese characters) by pre-intermediate and intermediate adult Arabic (right to left) and English (left to right) learners of L2 Chinese who studied at their home country. The tasks included reading Hanzi for pronunciation, writing Hanzi according to Pinyin and meaning, and naming pseudo-Hanzi to examine phonetic radical application skills. The results showed that (1) L1 script directionality background only predicted the performance in Hanzi writing, (2) L2 proficiency was a significant predictor in Hanzi reading and Hanzi writing, and (3) L2 proficiency interacted with L1 script directionality background in phonetic radical application skills. These findings suggest that L1 script directionality background and L2 proficiency play different roles in the development of Hanzi literacy skills and orthographic awareness. The theoretical implications for the influence of L1 writing system on L2 learning and the threshold level for the development of orthographic awareness in Hanzi, and the practical implications for Hanzi instruction are discussed.

The present study compared motivations to enter the teaching profession between native and nonnative pre-service Chinese as a second/foreign language (CSL/CFL) teachers. The participants included 325 native and 325 nonnative Chinese-speaking pre-service CSL/CFL teachers registered in Masters in Teaching Chinese to Speakers of Other Languages (MTCSOL) programmes; the teachers were asked to complete a 24-item questionnaire. Two major findings emerged. First, a similar six-factor teacher motivation were observed for the native and nonnative teachers. Second, the two groups showed nonsignificant differences in their ratings of the importance of cross-cultural value, intrinsic value, altruistic value and fallback career choice as types of motivation but differed significantly in their ratings of extrinsic value and social influence. These results highlight the differences and similarities in second language teacher motivation and offer insights into the variables at different levels that might influence second language teacher motivation. Teacher motivation is advised to be taken into account in the training and administration of CSL/CFL teachers to alleviate the problem of teacher shortage outside China.

Many countries are facing a shortage of modern language teachers, including teachers of Chinese as a second language (CSL), which is believed to relate to pre-service teachers’ motivations. Thus, this study aims to explore pre-service CSL teachers’ motivations and the background variables that might influence their motivations. The participants were 411 pre-service CSL teachers. A 33-item questionnaire adopted from the Factors Influencing Teaching Choice (FIT-Choice) scale was administered, including nine FIT-Choice subscales and two new subscales. First, exploratory factor analysis of data from the first random split-half sample of participants suggested a 6-factor structure, which was confirmed in the subsequent confirmatory factor analysis of data from the second random split-half sample of participants. The results show that pre-service CSL teachers had strong intrinsic value, cross-cultural value and altruistic value but weak extrinsic value. Second, structural equation modelling analysis was performed with questionnaire data from 296 participants who provided complete demographic information. Age, annual family income and frequency of contact with foreigners significantly predicted the participants’ motivations, yet their predictive power varied. The implications for understanding the theoretical framework of teacher motivation and the professional development of CSL teachers were discussed.