The Relationship between Dropout Rates of a Chinese Language Course, and Student Learning Motivation and Personal Factors

TSUI, Tin Chau
KOOI, Rens

International Journal of Chinese Language Education; June 2017; Issue No. 1; p.215 - 244

Department of Chinese Language Studies, The Education University of Hong Kong
Chinese Language Program, Columbia University
Chung Hwa Book Co. (H.K.) Ltd.

This study is aimed at clarifying the relationship between the dropout rates of a Chinese language course, and student learning motivation and personal factors. Three cohorts of first-year students majoring in Chinese at Zuyd University of Applied Sciences completed the ‘Survey on L2 Motivational Self System with Chinese language learners in the U.S’. In addition, data about their gender, prior education, average results of the school leaving exam (GPA) and achievement were gathered. Logistic regression and bivariate post-analyses were used to analyse the data. The results showed that there is a relationship between dropout and GPA, and two motivation types. However, from the regression model can be derived that motivation predicts study success better than it predicts dropout. With regard to motivation, the motivation types ‘Willingness to communicate’ and ‘Instrumentality-promotion’ are positively and significantly associated with study success. The factors, prior education and gender showed no significant association with dropout.

dropout personal factors motivation L2 Motivational Self System Chinese as a foreign language


2520-7733 (Print); 2521-4241 (Online)

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