ATTITUDES AND MOTIVATION OF SAUDI STUDENTS LEARNING CHINESE AS A FOREIGN LANGUAGE IN SAUDI ARABIA

Abstract

This study aims to examine the attitudes and motivation of Saudi learners toward learning Chinese as a foreign language (CFL), the effectiveness of Chinese teaching pedagogy, and the learners’ perceptions of Chinese culture and its impact on cross-cultural communication. This study is qualitative in nature, incorporating a qualitative instrument of data collection (in-depth interviews). The target population includes 8 Saudi CFL learners and 4 instructors at two universities in Saudi Arabia, namely King Abdulaziz University (KAU) and the University of Jeddah (UJ). The findings revealed that some Saudi CFL learners exhibited positive attitudes toward CFL learning, primarily influenced by their interest in the language. On the other hand, some learners expressed negative views about learning Chinese, highlighting certain challenges encountered during the first two years of their study. These negative attitudes, however, shifted to a more positive outlook due to the significant enhancements made by the Chinese-language programs. In terms of motivation, the findings indicated that the learners demonstrated both instrumental and integrative motivation, with instrumental motivation being more dominant. The study also identified certain language challenges, including mastering Chinese tones and characters. Despite these challenges, some learners highlighted the impact of CFL learning on their personal and cognitive development. Additionally, the findings highlighted the effectiveness of Chinese teaching pedagogy, indicating that the use of interactive teaching strategies and innovative methods (e.g., the integration of technology and Chinese cultural elements into instruction) were more effective and engaging than the traditional methods of teaching. Nonetheless, pedagogical challenges remained for both CFL learners and instructors, including the lack of qualified teachers, limited learning resources, and issues related to the curriculum and the learning environment. The findings also indicated that all learners held positive attitudes toward Chinese culture and its native speakers. Most importantly, the study emphasized the impact of learners’ exposure to Chinese culture and their interactions with native speakers on their cross-cultural communication. The study concluded with providing valuable insights for policymakers and educators, suggesting effective teaching strategies and curriculum development that help foster learners’ attitudes and motivation to overcome learning challenges and enhance their overall learning experience.