Learner perceptions of study abroad in China: facilitators of L2 Chinese language learning and the role of individual attributes

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dc.contributor.authorChen, Junming
dc.contributor.authorGuo, Rongrong
dc.contributor.funderSocial Science Fund Project of Fujian Province
dc.contributor.funderDepartment of Education of Fujian Province
dc.date.accessioned2026-09-07T11:03:01Z
dc.date.available2026-09-07T11:03:01Z
dc.date.issued2026-12
dc.description© 2026, Chen and Guo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
dc.description.abstractWhile the number of Study Abroad (SA) students in China has increased, research on learners’ perceptions of SA experiences in China has been underexplored. Therefore, this study examines L2 Chinese learners’ perceptions of language learning facilitators during SA in China and the impacts of individual attributes (gender, proficiency, cultural background) on perceptions. A validated Likert-scale questionnaire was administered to 73 L2 Chinese learners from 22 countries, with factor analysis, nonparametric tests, and one-way ANOVAs used for data analysis. Results identified three core factors (explaining 54.937% of total variance): effective activities, supportive individuals, and key elements. Learners held more positive perceptions of the latter two more than activities. Inter-group difference analysis revealed that female learners exhibited greater recognition of most learning activities, high-level learners attached greater importance to learning opportunities and class instruction, and learners with Asian cultural backgrounds had higher recognition of language buddies. Overall, the findings demonstrate a target-oriented feature of learners’ perceptions, emphasizing in-class instruction and instructed out-of-class activities, while questioning the role of cultural events. The results call for tailored adjustments for different learners in SA programs and underscore the impact of the target language and culture on L2 learners’ perceptions. These findings provide empirical insights into the beneficial factors for language learning during SA, pointing to directions for future research.en
dc.description.sponsorshipSocial Science Fund Project of Fujian Province|FJ2025B109; Department of Education of Fujian Province|Grant No. 2024-25-54
dc.format.extent11
dc.format.extent339102
dc.format.extent99923
dc.identifier.articleid1665037
dc.identifier.authororcidChen, Junming
dc.identifier.authororcidGuo, Rongrong§0009-0008-6051-2434
dc.identifier.citationChen, J & Guo, R 2026, 'Learner perceptions of study abroad in China: facilitators of L2 Chinese language learning and the role of individual attributes', Frontiers in Education - Language, Culture and Diversity, vol. 10, 1665037, pp. 1-11. https://doi.org/10.3389/feduc.2025.1665037
dc.identifier.doi10.3389/feduc.2025.1665037
dc.identifier.endpage11
dc.identifier.journaltitleFrontiers in Education - Language, Culture and Diversity
dc.identifier.startpage1
dc.identifier.urihttps://hdl.handle.net/10468/19178
dc.identifier.urlhttps://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1665037/full
dc.identifier.volume10
dc.language.isoeng
dc.rightscc_by
dc.rightscc_by
dc.subjectSDG 4 - Quality Education
dc.subjectL2 Chinese learners
dc.subjectCultural background
dc.subjectGender
dc.subjectLearner perceptions
dc.subjectProficiency level
dc.subjectStudy abroad
dc.subject[LanguageLiteratureCulture]
dc.subjectEducation
dc.titleLearner perceptions of study abroad in China: facilitators of L2 Chinese language learning and the role of individual attributesen
dc.typeArticle (Peer reviewed)
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