Student Acceptance and Motivation in Online Mandarin as a Third Language Learning

The growing integration of mobile technologies into higher education has created new possibilities for language learning beyond conventional classroom settings. While technology-enhanced language learning has been widely investigated, research on Mandarin as a third language (L3) remains comparatively limited, particularly within multilingual learning contexts where learners navigate linguistic and cultural challenges distinct from those encountered in English language education. Drawing on the Technology Acceptance Model (TAM) and the L2 Motivational Self System, this study examines non-native learners’ acceptance of online Mandarin learning and explores how motivational factors shape engagement in mobile-mediated learning environments. Using a quantitative survey design, data were collected from 157 non-native learners enrolled in Mandarin courses at a Malaysian public university. Descriptive statistical analyses indicated that respondents generally viewed online Mandarin learning positively (M = 3.70, SD = 0.97), although face-to-face instruction remained their preferred mode of learning. Learners also reported relatively strong motivation towards mobile-mediated Mandarin learning (M = 3.91, SD = 0.83). Notably, interaction with lecturers (M = 4.41, SD = 0.61) and peers (M = 4.32, SD = 0.68) emerged as the strongest motivational influences, suggesting that opportunities for communication, timely feedback, and social support play a central role in sustaining engagement. The findings further indicate that learners who expressed greater acceptance of online learning environments tended to demonstrate higher levels of motivation. By focusing on Mandarin as a third language in a Malaysian higher education context, this study responds to recent calls for greater empirical attention to Chinese language learning in technology-mediated environments (Wen, 2018; Wen & Mota, 2021). The findings highlight the importance of designing digitally supported Mandarin learning experiences that prioritise interaction, accessibility, and meaningful learner engagement.

online Mandarin learning; Mandarin as a third language (L3); mobile-assisted language learning (MALL); technology acceptance; learner motivation

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