The Relationship between Motivation for Learning Chinese as A Foreign Language and Chinese Achievement of Grade 9 Students at Ekamai International School in Bangkok, Thailand

Abstract

The purpose of this study was to examine the level of motivational goal orientation, and the relationship between the motivational goal orientation and Chinese achievement of grade 9 students studying Chinese as a foreign language at Ekamai International School in Bangkok, Thailand. The study respondents were 74 students studying Chinese as a foreign language in grade 9 at Ekamai International School during the second semester of the academic year 2014-2015. This study followed a quantitative research methodology employing both a questionnaire and an unofficial version of the HSK III Chinese Proficiency test to address the level of motivational goal orientation and Chinese achievement. There were three main elements included in the study: the level of motivational goal orientation, the level of Chinese language achievement and the relationship between motivational goal orientation and Chinese achievement. In this study, the motivational goal orientation focused on intrinsic and extrinsic goal orientation, and self-efficacy for learning and performance. Chinese language achievement focused on listening, reading and writing achievement. There were three main findings: 1) the overall level of motivation for learning Chinese as a foreign language of grade 9 students was high; 2) Chinese language achievement of grade 9 students was high; 3) there was a significant relationship between motivation for learning and Chinese language achievement. The article concludes with recommendations for practice and for future research.