Motivation of learning Chinese as an international language: A review of theories and research findings

While there is extensive literature on motivation of learning English as a second/ foreign language and an increasing body of literature dedicated to researching teaching and learning, scarce studies were dedicated to investigating the motivation of learning Chinese as a second or foreign language (CSL/CFL). The article aims to provide a systematic review of studies related to Chinese learning motivation published in peer-reviewed journals from 2010-2023, specifically on empirical studies where data had been collected from language classroom settings at different proficiency levels. In total, 477 articles from eight databases have been reviewed. After formalising the inclusion criteria among the researchers, 40 articles were selected and analysed to explore the current theoretical, methodological, and topical trends in CSL/CFL learning motivation research.
This study reviewed several significant studies in the field of CSL/CFL; however, there are few theories specifically tailored to this field. Additionally, most studies employed quantitative research methods, lacking an emphasis on exploring the underlying mechanisms and processes that drive the outcomes. The authors conclude that the field requires further research to investigate multiple aspects of language learning motivation and calls for future research in the field to (i) expand beyond the individual-psychological dimension to include macro-sociological perspectives, (ii) make use of (quasi-) experimental studies to draw causality, and (iii) provide thick description of learner demographics to address the cultural contexts are necessary in language learning studies.