Research On Influencing Factors Of Chinese Learners’ Online Learning Experience

Learners’ online learning experience is an important criterion to test the quality of learners’ learning and teachers’ teaching.Online learning experience not only has a certain impact on learners’ learning effectiveness,but also reflects to a certain extent the quality of online teaching classes.In a classroom where Chinese is a second language,there is a close relationship between the online learning experience of Chinese learners and the learning effectiveness.The online learning experience of Chinese learners has a direct impact on the success of the online course design and is very important for the improvement of the quality of online teaching.Therefore,the purpose of this study is to investigate the online learning experience of Chinese learners with a sample of 95 online Chinese learners and to find out how the online learning experience of Chinese learners is.What are the factors that directly affect Chinese learners’ online learning experience?How are the influencing factors related to each other?In the first chapter,the relevant specific concepts are defined.This paper defines learning experience as the inner feelings and satisfaction of Chinese learners in the process of learning with teachers’ abilities,curriculum resources,platforms,etc.,and it is expressed as learning motivation,self-esteem changes in performance,etc.The online learning experience is defined as the actual understanding and personal experience of Chinese learners participating in online learning activities,and it refers to the final experience and feeling of learners after participating in online learning activities.In the second chapter,through literature research method and interview method,this study initially identified thirteen influencing factors that affect Chinese learners’ online learning experience,in order: learning background,learning motivation,self-efficacy,peer interaction,teacher-student interaction,platform function and design,network conditions,teaching ability,learning activity design,resource characteristics and resource presentation form,and determined the initial relationship matrix.Then,the ISM method was applied to analyze the relationships among the influencing factors using MATLAB2021 b mathematical software,and a multi-level recursive structural model of the influencing factors of Chinese learners’ online learning experience was established according to the defined hierarchy.In the third chapter,we used a questionnaire survey to distribute online questionnaires to online Chinese learners from more than ten countries through the“Questionnaire Star platform,and obtained 95 valid data.Teaching ability,learning motivation,network conditions,learning activity design,self-efficacy,teacher-student interaction and peer interaction.Based on the results of this analysis,the model was reconstructed and the corresponding research hypotheses were proposed.SEM analysis was applied to construct a structural equation model of the factors influencing Chinese learners’ online learning experience using AMOS 26.0 statistical software as a way to test the theoretical model and the research hypotheses,and subsequently to make appropriate modifications to the initial hypothesis model based on the test results.Finally,the study showed that teachers’ teaching ability positively and significantly influenced learning activity design;teachers’ teaching ability positively and significantly influenced teacher-student interaction;teachers’ learning activity design positively and significantly influenced learners’ motivation;teachers’ learning activity design positively and significantly influenced students’ self-efficacy;learners’ self-efficacy positively and significantly influenced students’ motivation;learners’ self-efficacy positively and significantly influenced teacher-student The results of the above analyses show that teacher and learner interaction positively and significantly influenced student motivation;learner self-efficacy positively and significantly influenced teacher-student interaction;teacher-student interaction positively and significantly affected peer interaction.The results of the above analysis were synthesized to propose strategies for optimizing Chinese learners’ online learning experience in four aspects: teachers,learners,course resources,and technology.