Self-regulation and the learning of Chinese characters by foreign language learners

Abstract

Some learners of Chinese as a foreign language (CFL) face difficulties learning Chinese characters (hanzi), particularly if they are from alphabetic language backgrounds such as English. Many CFL students need to develop the ability to self-regulate their learning to cope with the learning of hundreds of characters in the beginner and intermediate stages of learning. This mixed-methods study explored these strategic actions through a multi-dimensional lens of self-regulation. Eight CFL university students at an Irish university were interviewed six times each throughout the course of an academic year to track their self-regulation as their learning of Chinese characters developed. In addition, 108 students across universities in Ireland were surveyed on their self-regulation. Learners with higher hanzi knowledge demonstrated stronger self-regulation, particularly in terms of meeting the commitments of their studies. Metacognitive control was problematic for all learners. Emotion control was more problematic at the earlier levels of hanzi knowledge.