This study explores how various factors predict literary performance in learners of Chinese as a foreign language.
Examined 310 secondary school learners of Chinese as a foreign language
Utilized structural equation modelling to analyze data
Investigated the roles of reading motivation, strategies, and dispositions in relation to literary performance
Literary dispositions were identified as the strongest predictor of literary performance
Reading motivation and strategy use had significant but lesser effects
Literary dispositions increased with higher proficiency levels, while reading strategies aided learners with weaker vocabulary and character knowledge.