Language Acquisition Strategies and Mandarin Proficiency Outcomes Among Nigerian Students Studying in China

Thousands of Nigerian students pursuing degrees in Chinese universities represent a unique population for studying language acquisition in immersive Mandarin environments, yet their learning strategies, proficiency trajectories, and adaptation experiences have not been empirically investigated. This study examines language acquisition strategies and Mandarin proficiency outcomes among Nigerian students currently studying in Chinese universities. A mixed-methods design was adopted, with online questionnaires administered to 220 Nigerian students studying in universities in Beijing, Shanghai, Wuhan, and Chengdu, supplemented by semi-structured interviews with 30 students and ten Nigerian student association leaders. Language strategy use was measured using the adapted Strategy Inventory for Language Learning instrument. Proficiency gains were self-reported and cross-validated against HSK level attainment. Results indicate that social and memory strategies are most frequently employed, while metacognitive strategies are used least. Students who proactively engage Chinese roommates and classmates in daily Mandarin conversations achieve HSK level advances one to two levels faster than socially isolated students. Students in medicine and engineering programmes report less Mandarin immersion due to heavy technical content in English or through bilingual instruction. Social isolation driven by racial microaggressions significantly impedes language acquisition progress for a subset of respondents. The study contributes original data on Nigerian student Mandarin acquisition in China and recommends structured social integration support from Nigerian student associations and Chinese university international student offices.

Keywords: language acquisition strategies, Nigerian students in China, Mandarin proficiency, study abroad, immersion learning