Barriers and Drives: A Qualitative Exploration of Chinese Students’ Experiences Learning English in Malaysia

This qualitative study explores the motivational drives and barriers experienced by Mainland Chinese students learning English during a one-month exchange program in Malaysia. Drawing on semi-structured focus group interviews with ten participants, the research investigates how factors such as career aspirations, personal growth, and aspirations for global communication motivate English learning, while language anxiety, cultural adaptation challenges, and communication difficulties pose significant barriers. The findings reveal that language anxiety manifested through fear of making mistakes and oral communication apprehension seriously hampers students’ participation and performance. Additionally, cultural dissonance and unfamiliar accents exacerbate these challenges, contributing to feelings of isolation. Participants employ various coping strategies, including peer support and mindfulness techniques, to manage their anxiety. The study underscores the importance of culturally responsive teaching, supportive learning environments, and structured language support programs to alleviate anxiety and enhance motivation among international students. Recommendations for educators and policymakers aim to optimize English learning experiences for Chinese students in multicultural contexts. Limitations related to sample size and program duration suggest avenues for future longitudinal and comparative research. This study contributes to understanding the complex interplay between motivation and anxiety in EFL learning within international education settings.

English language learning, Chinese students, language anxiety, learning motivation, cultural adaptation.

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