Positive and Negative Emotions of Chinese as a Second Language Learners and the Influencing Factors

The successful launch of the One Belt and One Road Initiative in 2013, coupled with China’s growing international influence, has stimulated global interest in learning Chinese as a Second Language (CSL). However, recent studies reveal several problems relating to international students’ adaptation and adjustment in the distinct Chinese study abroad context. Additionally, the typology of the Chinese language, characterised by its logographic writing system and lexical tones, presents significant challenges for learners from various linguistic backgrounds. As such, exploring CSL learners’ emotional experiences and the influencing factors remains a critical issue. This mixed-methods study examines CSL learners’ positive emotions of enjoyment and pride and negative emotions of anxiety, shame and boredom. It also aims to explore the predictive effects of learner-internal factors involving attitudes towards the second language (L2) community and cultural interest and the learner-external factor of pedagogical context on emotions. Data were collected from 231 international students at a Chinese university using a questionnaire and semi-structured interviews. Results showcase that participants experience higher levels of positive than negative emotions. Additionally, the three learner-internal and learner-external factors could predict emotions to various extents and differ from individual perceptions. The findings enhance the understanding of CSL learners’ emotions, providing language educators with insights to create a supportive learning environment that promotes students’ positive emotions and alleviates negative emotions in their learning journey.