How Social Support Influence L2 Chinese Learning Motivation Among Hong Kong Ethnic Minority Students

• In Event: AERA Roundtable Session Saturday 3:45 pm
  In Roundtable Session: Motivation, Care, and Resilience: Sustaining a Transformative Educational Journey

Abstract

South Asian ethnic minority students face significant challenges learning Chinese as a second language (L2) in Hong Kong. Grounded in Self-Determination Theory (SDT), this qualitative study conducted reflective interviews with 11 secondary school students to explore how social support influences their Chinese learning motivation. Findings reveal that beyond conventional support from family, teachers and peers, these students draw crucial support from counselors, romantic partners, community members and social organizations. Thematic analysis identified three pathways through which social support influences motivation: it enhances relatedness through meaningful social relationships, empowers autonomy by internalizing the language’s value, and builds competence via external recognition. This study contributes SDT-based pathways from social support to motivation, offering insights for fostering L2 learning motivation within marginalized communities.

Authors

• Ziqi Zhang, Hong Kong Polytechnic University

• Xinhua Zhu, Hong Kong Polytechnic University

• Zhengli Xie, The Education University of Hong Kong

• Wanru Pang, The Hong Kong Polytechnic University