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Kim, Jeongyeon
School of Liberal Arts
Research Interests
  • Internationalization of higher education
  • English-medium instruction
  • Intercultural communicative competence
  • L2 learning Motivation
  • Instructional technology and Language Learning


Roles of Gender and Motivation in Learning Chinese in the English Immersion Context

DC Field Value Language Kim, Jeong-Yeon ko 2014-04-10T02:35:22Z - 2014-01-08 ko 2013-06 ko
dc.identifier.citation FOREIGN LANGUAGES EDUCATION, v.20, no.3, pp.345 - 370 ko
dc.identifier.issn 1226-4628 ko
dc.identifier.uri -
dc.description.abstract This study examines how the English immersion context would contribute to college students' motivational orientations to learn Chinese as a foreign language. The participating students' motivational types, either extrinsic or intrinsic, were cross-examined in comparison with their gender, perception of the context, and Chinese achievement scores. The data consisted of 152 Korean college students' questionnaire responses, achievement scores in a beginner level Chinese course and qualitative interviews with 5 students. The findings indicated that, overall, the students had higher extrinsic motivation than intrinsic motivation, while female students being more intrinsically motivated than males in a statistically significant manner. Between the two contextual factors, evaluation of contributions of foreign instructors and of English-only policy, the foreign instructor factor was interrelated with motivation. Interestingly, their achievement in Chinese correlated significantly with the participants' gender, but not with motivation or with the contextual factors. The results will be discussed for pedagogical implications for Chinese programs of Korean universities which are expanding English immersion classes. ko
dc.description.statementofresponsibility close -
dc.language 영어 ko
dc.publisher 한국외국어교육학회 ko
dc.title Roles of Gender and Motivation in Learning Chinese in the English Immersion Context ko
dc.type ARTICLE ko
dc.type.rims ART ko
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