Motivation for Learning Chinese via Mobile Applications among University Students in Northeastern

Abstract

This study aimed (1) to examine the application usage behavior for Chinese language learning among university students in the Northeastern region of Thailand, and (2) to investigate intrinsic and extrinsic motivation in learning Chinese via applications. The sample comprised 163 students in 2025, determined using Taro Yamane’s (1973) formula with an acceptable margin of error (e) of 0.05 from a population of 281. The study explored application usage behavior and motivation based on Deci and Ryan’s (1985) Self-Determination Theory. Data were collected using a structured questionnaire, with reliability measured by Cronbach’s alpha = 0.876, and analyzed using descriptive statistics. Results revealed that most students (35.0%) used applications everyday, with an average session duration of 10–30 minutes. The most popular applications were HelloChinese (80.4%), Duolingo (66.3%), and SuperChinese (35.0%). Vocabulary and listening were the most frequently studied contents, while writing skills received the least attention. Intrinsic motivation scored higher than extrinsic motivation, with students prioritizing enjoyment, pride, and self-development over externally driven goals. Findings suggest that intrinsic motivation plays a crucial role in sustaining Chinese language learning through applications.