The Study Of International Chinese Learners’ Online Learning Engagement

With the development of international Chinese language education,exploring various forms of Chinese language teaching has gradually become a subject of concern in the academic community.Over the past few years,with the development of the Internet and various learning platforms,online Chinese language courses have flourished and broadened the field of international Chinese language education.In the process of online teaching,paying attention to learners’ online learning engagement plays a great role in improving the overall quality of online teaching,enhancing learners’ Chinese language proficiency,and promoting curriculum reform.The level of learners’ online learning engagement,which serves as the primary factor in the Chinese learning process,is influenced by multiple factors,and this engagement ultimately affects their inclination to continue learning online.This article takes the perspective of learners and uses the three elements of behavior,individual,and environment in social cognitive theory as the basis to investigate the level of learners’ online engagement as the main research question.It establishes a research framework for online engagement among international Chinese language learners,proposes related research questions,and explores the impact of environmental and individual factors on learners’ online engagement.Online learning engagement includes online behavioral engagement,online cognitive engagement and online emotional engagement,while environmental factors include the usefulness and ease of use of online courses,as well as community support.Individual factors include academic emotions,academic goal orientation,and self-efficacy in technology.Additionally,the article delves into the correlation between learners’ online engagement and their desire to sustain their learning journey.The study employed both qualitative and quantitative research methodologies.Drawing on prior research,we created a questionnaire to assess the online learning engagement of Chinese learners on a global scale.The questionnaire encompassed various aspects,such as personal demographic information,levels of online engagement,factors influencing engagement,and learners’ willingness to continue online learning.We investigated Chinese learners’ online learning engagement through the questionnaire.Statistical analysis was performed on the collected data using SPSS 27.0.and the findings were augmented by incorporating the insights obtained from interviews,leading to the following conclusions:1.International Chinese learners’ overall online learning engagement is high,among which online behavioral engagement and online cognitive engagement are high and at similar levels,while online emotional engagement is relatively low.2.Regarding individual variances,significant variations exist among international Chinese learners,encompassing gender,study duration,HSK level,and course level.Concerning gender,male students exhibit slightly higher levels of overall online learning engagement,online cognitive engagement,and online emotional engagement compared to female students.Regarding study duration,the level of online learning engagement gradually declines with increasing learning time.In relation to HSK level,the level of online learning engagement gradually diminishes as the HSK level rises.Similarly,in terms of course level,learners’ participation in higher-level courses corresponds to lower levels of online learning engagement.Notably,there is no significant disparity in learners’ online learning engagement based on age.3.In terms of overall online learning engagement,online course usefulness and community support have an impact on overall online learning engagement,while online course ease of use does not have an impact on overall online learning engagement.Academic emotions,technology self-efficacy,and academic goal orientation all have an impact on overall online learning engagement.4.In terms of each dimension of online learning engagement,online course usefulness has an impact on online behavioral engagement,online cognitive engagement,and online emotional engagement.Online course ease of use has a significant impact on online cognitive input.Community support affects online cognitive engagement and online affective engagement.Academic emotions and technology self-efficacy affect online behavioral engagement,online cognitive engagement,and online affective engagement.Academic goal orientation only affects learners’ online cognitive engagement.5.Learners exhibit a greater inclination to continue learning Chinese online,showcasing higher acceptance of the learning platform and online learning.A substantial positive correlation is evident between learners’ online learning engagement and their willingness to sustain their learning journey.Additionally,all dimensions of learners’ online learning engagement display a significant positive correlation with their willingness to continue learning.Notably,online learning engagement serves as a significant predictor of the willingness to continue learning,exhibiting a linear relationship between the two factors.International Chinese learners’ online learning engagement predicts 63.8%of willingness to continue learning.The significance of the mediating role of online learning engagement is observed in the relationship between the usefulness of online courses and the willingness to continue learning,as well as between academic emotions and the willingness to continue learning.Based on the findings of this study,we make some suggestions to ensure the level of international Chinese learners’ engagement in online learning,mainly from four aspects:learners,teachers,online Chinese platforms and Chinese courses.Learners are advised to regulate their academic emotions,actively engage in online learning,and apply their acquired knowledge to real-life scenarios.Additionally,learners should actively communicate to foster a stronger sense of belonging within the online classroom.Teachers,on the other hand,can adapt their teaching strategies to enhance classroom interest,promote interaction,cultivate a positive learning environment,and enhance their professional skills to foster specialized teaching.The Chinese platform should focus on innovation,promote platform upgrades and iterations,strengthen interactions,and establish a virtual learning community by harnessing the power of technology and integrating virtual digital technologies.Furthermore,the Chinese curriculum should embrace new concepts,enhance curriculum quality and efficiency,and strike a balance between challenging and manageable curriculum content.