Attitudes, Motivations, and Challenges Regarding Chinese Language Learning among Undergraduates at a Nigerian University

Abstract

This study investigates Nigerian undergraduates’ attitudes, motivations, and challenges in learning the Chinese language at the University of Lagos. Using a structured questionnaire based on Gardner’s Attitude/Motivation Test Battery (AMTB), data were collected from 73 students across four academic years. Findings reveal that students have positive attitudes toward Chinese, driven by a strong desire for fluency, parental support, recognition of the language's global economic significance, and a supportive learning environment. Their motivations are both instrumental—relating to career and academic aspirations—and integrative, such as cultural appreciation and personal growth. However, students face significant challenges, especially in mastering Chinese characters, pronunciation, listening comprehension, and effective classroom communication. Based on these insights, the study recommends pedagogical improvements, greater immersion opportunities, and enhanced instructional resources to support learners. These findings contribute to a deeper understanding of language acquisition dynamics in the Nigerian-Chinese educational context and offer practical guidance for curriculum development and instructional strategies.