A Study on the Effect of Gender Factors on the Chinese Language Learning Beliefs of International Undergraduate Students in China

Abstract

This study analyzes the general beliefs about Chinese language learning among 100 undergraduate international students in China based on quantitative research design, with detailed descriptive statistics on five primary dimensions: belies of difficulty, essences, ability, communication and strategy, and motivation and expectations. The findings indicate that students generally hold positive beliefs about learning Chinese, with particularly strong motivation and expectations. While acknowledging the challenges of learning Chinese, the study highlights that effective strategies and cultural understanding significantly enhance learning outcomes. Gender has a limited impact on learning beliefs, primarily influencing belief of ability and strategy selection, and did not show any significant differences in the background of the study major. Finally, the study proposes teaching recommendations tailored to international students, including enhancing motivational incentives, optimising learning strategies, providing cultural support, addressing individual differences, and improving teacher competence. These findings provide theoretical foundations and practical strategies for improving the quality of Chinese language instruction and student learning outcomes.