Exploring Enjoyment and Anxiety among Chinese Language Learners in Thailand: A Mixed-Methods Study

Background and Objectives: Learner emotions are considered to be important in acquiring a second language. They influence learning processes as well as learning outcomes. The available literature shows that enjoyment and anxiety are not opposite end of a single continuum. They operate autonomous emotional dimensions. Most studies on Chinese language learning have been conducted within target-language environments. There is a lack of research conducted in non-target-language contexts. The current study contributes to this area by examining Chinese language learners in Thailand. It examines overall levels of enjoyment and anxiety, their sources, and the relationship between the two emotions. Methodology: This study used a three-phase sequential mixed-methods design, consisting of an initial qualitative phase, a quantitative phase, and a follow-up qualitative phase. First, the open-ended written interviews were conducted to explore learners’ emotional experiences. The findings were used to develop the questionnaire instruments. Survey data were then collected from Thai students at various proficiency levels. Two instruments were used: the Chinese Language Learning Enjoyment Scale and the Chinese Language Learning Anxiety Scale. Both instruments were adapted from validated scales and supplemented with context-specific items. Data were analyzed using descriptive statistics, principal component analysis, and correlation analysis. Lastly, face-to-face and written interviews were conducted. Content analysis was conducted to complement and further explain the quantitative findings. Main Results: The results indicate that Thai learners generally report overall enjoyment and moderate levels of anxiety in the process of learning Chinese. Enjoyment was primarily associated with personal factors, particularly those related to individual learning experiences. Teacher-related factors also contributed to enjoyment, although to a lesser extent. Social factors had little influence. Personal factors were also identified as a major source of Chinese language learning anxiety. Difficulty understanding classroom instruction, low self-confidence, competition with peers, and communication difficulties were identified as common sources of anxiety among learners. Learning content was found to contribute more strongly to anxiety rather than enjoyment. There was no significant correlation between enjoyment and anxiety. Discussions: The results are consistent with theoretical hypotheses according to which enjoyment and anxiety may co-occur during the language learning process. Therefore, they cannot be regarded as emotional opposites. The prominence of personal factors suggests that learners are highly sensitive to their own performance and progress. Differences in the distribution of emotional sources highlight the importance of instructional design. Learners’ emotional experiences are also influenced by the difficulty of learning tasks. Conclusions: This paper compares enjoyment and anxiety simultaneously among Thai learners of Chinese in different educational settings. It offers new empirical evidence from a non-target-language context, particularly in relation to learners’ emotional experiences. The results underscore the importance of fostering learners’ sense of accomplishment throughout the learning process. Meaningful language use activities should be actively promoted in classroom teaching. The content that is delivered to students should also be managed well to minimize anxiety. These findings have important implications for the sustainable development of Chinese language teaching in Thailand.