From classroom to screen: exploring motivation, dynamics, and online learning in L2 Mandarin education

Li, Q. (2025) From classroom to screen: exploring motivation, dynamics, and online learning in L2 Mandarin education. PhD thesis, University of Reading. doi: 10.48683/1926.00127372

Abstract/Summary

This thesis comprises six peer-reviewed publications exploring L2 Mandarin education in England and cross-cultural perspectives on higher education, spanning the transition from face-to-face to online learning during COVID-19. Employing mixed-methods approaches, the research investigates students’ perceptions, motivations, learning dynamics and challenges in language acquisition, as well as the broader implications of digital education for teaching and learning. The first two papers examine motivational factors in Mandarin learning. Li (2019a) investigates secondary school students’ engagement with Mandarin through the Mandarin Excellence Programme (MEP), highlighting cultural interest as a key driver. Li and Diamantidaki (2021) explore adult learners’ motivation during the pandemic, emphasizing intrinsic factors such as curiosity and accomplishment. The next two papers analyse L2 Mandarin classroom dynamics in face-to-face settings. Li (2019b) focuses on rapport management during conflict talk in a London secondary school, while Li, Diamantidaki, and Carruthers (2020) delve into asymmetric power relations and teacher-student interactions, offering practical strategies for educators. The final two papers address the shift to online learning. Li and Diamantidaki (2020) evaluate Mandarin students’ online experiences during COVID-19, identifying both challenges and meaningful aspects of digital education. Kefalaki, Nevradakis, and Li (2021) provide a cross-cultural analysis of higher education responses to the pandemic, offering broader insights into online teaching practices and cross-cultural competence in diverse contexts. Collectively, these studies highlight shifts in teaching methodologies, student engagement, and curriculum adaptation, contributing to the evolving landscape of education in diverse contexts. By documenting this critical period, the thesis advances the understanding of L2 Mandarin learning and online education, offering practical guidance for educators and policymakers. The research underscores the importance of inclusive, student-centred approaches in both traditional and digital environments, offering insights for future innovations in language education and beyond.

Item Type	Thesis (PhD)
URI	https://centaur.reading.ac.uk/id/eprint/127372
Identification Number/DOI	10.48683/1926.00127372
Divisions	Arts, Humanities and Social Science > Institute of Education
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