The growing trade partnership between Nigeria and China has led to increased interest in Chinese language learning among Nigerians. Despite the recognized importance of attitude and motivation in second language acquisition, a significant gap exists in the current literature addressing these factors among Nigerian learners of Chinese. This study therefore investigates the attitudes, motivations, and challenges faced by undergraduates learning Chinese language in a Nigerian university. Using a quantitative questionnaire, data were collected from 73 Chinese language undergraduates (Year 1 to Year 4) at the University of Lagos. The instrument was a modified version of Gardner’s International Attitude/Motivation Test Battery, supplemented by items adapted from previous literature. The results revealed that Nigerian undergraduates hold positive attitudes toward learning Chinese, driven by a natural affinity for the language, a desire for fluency, the belief that learning Chinese does not negatively affect their local languages and English proficiency, recognition of the global socio-economic significance of the Chinese language, a supportive learning environment, and parental encouragement. Motivations for learning Chinese included academic interests, career prospects, cultural interest, personal development, and potential travel opportunities. However, students reported significant challenges in learning Chinese, particularly with mastering characters, tones and pronunciation, listening, speaking skills, understanding rapid dialogue, communicating effectively with teachers, and responding fluently to comprehension questions. Based on these findings, recommendations are provided to enhance instructional strategies and support systems aimed at improving students' motivation, attitudes toward learning Chinese, and learning skills. These findings can inform educational policies and teaching practices in designing more effective and targeted strategies to address learners’ needs thereby improving language acquisition and learning outcomes.
Olaleye et al. (Sat,) studied this question.