LEARNING SATISFACTION IN MANDARIN AS A FOREIGN LANGUAGE: AN EMPIRICAL STUDY AT UNIVERSITI SAINS ISLAM MALAYSIA (USIM)
DOI:
https://doi.org/10.35631/IJMOE.831057Keywords:
Expectancy-Value Theory (EVT), Learning Satisfaction, Mandarin, Technology Acceptance Model (TAM), USImAbstract
Mandarin learning is often perceived as a challenging and demanding process, requiring learners to be highly motivated and to invest significant effort to achieve success. However, previous studies have highlighted that some Mandarin learners experience dissatisfaction, which can ultimately lead to course withdrawal. This study investigates the factors influencing Mandarin learners’ satisfaction at Universiti Sains Islam Malaysia (USIM), utilising the Expectancy-Value Theory (EVT) and the Technology Acceptance Model (TAM) as its theoretical framework. A fully quantitative approach was adopted, with surveys distributed digitally to undergraduate students enrolled in Mandarin language courses at USIM. A total of 160 questionnaires were distributed, and 126 valid responses were analysed. All respondents were non-native speakers (Malay or Muslim) with no prior Mandarin language background. Data analysis was conducted using SPSS, employing descriptive statistics, Pearson’s correlation analysis, and multiple regression analysis to examine the relationships between the identified factors and overall learner satisfaction. The results revealed that five factors: perceived usefulness, ease of use, learning motivation, social interaction, and learning strategies positively influence Mandarin learning satisfaction. However, only perceived usefulness, learning motivation, and social interaction had a significant impact on learners’ overall satisfaction. This study suggests that enhancing these three key factors can significantly improve the learning experience. The findings provide practical implications for USIM and other higher education institutions offering Mandarin as a foreign language by highlighting strategies to foster a more effective and engaging learning environment.
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