Research On International Student Engagement In Chinese Learning In China

In recent years,more and more international students come to China to learn Chinese.How to improve the quality of Chinese education becomes an important research.Student engagement is an important indicator for the international education community to evaluate the quality of higher education.Whether students are willing to learn,and the level of student engagement,to a large extent affects the quality of Chinese education and students’ Chinese learning outcome.In this context,it is necessary to strengthen the research on international student engagement in Chinese learning in China,which is currently lacking in the field of international education.In this paper,International student engagement is divided into three dimensions:behavioral,cognitive and emotional engagement.This article analyzes the influence of teacher support,peer interaction,and learning motivation on three dimensions and the relationship between international students’ Chinese learning engagement and learning outcome.This paper adopts the method of combining quantitative research with qualitative research,and draws on previous studies to compile the Questionnaire on International Student Engagement in Chinese Learning in China.The questionnaire includes four parts:international student engagement in Chinese learning in China,the factors that affect international students’ Chinese learning engagement,international students’Chinese learning outcome,basic information.We use this questionnaire to survey among 195 international students learning in China.Through SPSS23.0 to analyze the data,and combined with the in-depth interview of 6 international students,we draw the following conclusions:1.The overall situation of international student engagement in Chinese learning in China is relatively good.The degree of behavioral engagement is higher than that of cognitive and emotional engagement,cognitive engagement and emotional engagement are roughly the same.2.From the perspective of individual differences,international students have significant differences in individual factors such as age and length of Chinese learning,which are mainly shown as follows:international students under the age of 20 in China are more engaged in Chinese learning than learners of other age;the foreign students who have studied Chinese for less than one year have a higher level of engagement in Chinese learning;There are no significant differences in gender and Chinese proficiency.The main differences are as follows:the behavior input of females is slightly higher;the level of Chinese learning engagement to decrease with the increase of Chinese proficiency.3.From the perspective of the factors that affect international student engagement in Chinese learning in China,learning motivation has a greater impact on international student engagement,followed by the teacher support,and peer interaction has the smallest influence.4.There is a significant positive correlation between Chinese learning engagement and learning outcome of international students in China.The Chinese learning engagement of international students in China can predict the learning outcome to a certain extent.Finally,combined with the above research results,we put forward improvement suggestions for the international students in China,teachers and school management,in order to improve the engagement and learning outcome of foreign students in Chinese learning as well as improve the quality of Chinese teaching for international students in China.