Perceptions of the Chinese language’s international image: The perspectives of Cameroonian students

A language’s international image impacts significantly on second language learning motivations. Our study investigates Cameroonian students’ perceptions of the Chinese language’s international image. Africa is the fastest-growing region for Chinese language education, so understanding such perceptions is especially relevant amidst deepening China–Africa cooperation and cultural exchange. Drawing on language image planning theories and the Chinese language’s international image, this study used a mixed qualitative and quantitative research method to examine Cameroonian students’ perceptions of the Chinese language’s international image. A questionnaire survey was administered to 302 Cameroonian students and in-depth interviews were conducted with six students. The findings reveal that Cameroonian students generally have a positive perception of the Chinese language’s international image, primarily influenced by China’s economic and technological advancements. Students particularly value the economic benefits of learning Chinese, demonstrating a strong sense of agency by viewing this as a key to better employment and career development. Despite this positive outlook, Chinese is perceived as a difficult language to learn, with the writing of Chinese characters (also known as Hanzi) seen as a major obstacle – although few empirical studies in the African context have been conducted to substantiate this claim. Experiences in China and work related to China or the Chinese language can positively shape perceptions of the Chinese language’s image. The study indicates that Cameroonian students’ views on the Chinese language reflect not only their perception but also broader dynamics of China’s rapid development and the strengthening of ties between China and Africa. This research contributes to a deeper understanding of complex factors shaping the Chinese language’s image in an African context.