Chinese dialect learning through the lens of positive psychology: motivations and experiences with the PERMA framework

This study examines the motivations and learning experiences of Chinese dialect learners through the PERMA framework of Positive Psychology. While language learning motivation research has largely focused on dominant languages, including modern Standard Chinese (Putonghua), or institutionally supported minority languages, less is known about Chinese dialect learning, which is often weakly standardised with uneven access to learning resources. Drawing on semi-structured interviews and learning journals from 15 learners, the study identifies three motivational orientations: heritage/identity-driven, self-enrichment-driven, and context-driven learning. The findings show that these motivations shaped learners’ PERMA-related experiences. Accomplishment motivated learners when progress was visible, especially among goal-oriented learners, whereas casual learners experienced subtler and situational achievement. Meaning strengthened motivation through cultural roots, linguistic diversity, and practical integration. Positive emotions fostered continued learning, while frustration from limited resources, interactional failure, and discouraging feedback often led to demotivation. Engagement was sustained through cultural activities, artistic practices, pop culture, online discussions, and everyday use. Interpersonal relationships also played dual roles, as informal teachers, learning partners, interlocutors, and online communities provided support and recognition, while ‘dialect policing’ undermined confidence. The findings underscore the importance of expanding scholarly attention to minority languages that remain understudied despite being learned in resource-constrained educational contexts.