Keywords
Anxiety
South America
Online teaching
How to Cite
Accepted 2025-01-21
Published 2025-03-17
Abstract
Purpose: This study aims to uncover the primary factors contributing to online Chinese language learning anxiety among learners in South America, investigate how anxiety differs across groups with varying backgrounds, and provide empirical evidence to inform the optimization of Chinese language teaching strategies and cross-cultural instructional practices.
Methodology: Data were gathered via an online questionnaire, yielding 182 valid responses. Descriptive statistical analysis, correlation analysis, and multiple linear regression models were employed, complemented by subsample regression analyses to assess the impact of key variables on Chinese language learning anxiety.
Results: The findings indicate that perceived learning ability and age each exert a significant positive impact on anxiety, whereas higher perceived learning achievement and perceived importance can effectively alleviate it. Further subsample regression analysis shows that learners with Chinese heritage differ from those without such heritage in terms of what drives their anxiety, especially with regard to age, perceived difficulty, and perceived importance.
Conclusion: Emphasizing real-world applications of Chinese, systematically addressing challenges related to tones and characters, and enhancing interactive engagement are all crucial steps to alleviate anxiety and foster more positive learning experiences in online settings.
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