Mandarin Language Learning Motivation Among Undergraduate Students at Nnamdi Azikiwe University, Anambra State

This study investigates the motivational orientations of Mandarin language learners at Nnamdi Azikiwe University (NAU), Awka, focusing on instrumental and integrative motivations and their relationships with learning outcomes. As Chinese Studies programmes expand across South East Nigerian universities, understanding what drives student engagement with Mandarin has become critical for curriculum designers and language tutors. A survey-based research design was employed, and data were gathered through a structured questionnaire administered to 150 Mandarin language students across Levels 100 to 400 at NAU's Department of Chinese Studies. The questionnaire adapted Gardner's Attitude and Motivation Test Battery for the Nigerian context. Results indicate that instrumental motivation, particularly interest in employment opportunities with Chinese firms and government agencies, dominates among 74 percent of respondents. Integrative motivation, reflecting genuine interest in Chinese culture and society, was reported by 43 percent, often co-occurring with instrumental drivers. Students in higher levels showed significantly stronger integrative motivation, suggesting that prolonged engagement with Chinese language and culture fosters deeper interest. Gender differences were minimal, though female students reported higher cultural curiosity. Parental influence was cited by 28 percent as a motivational factor. The study concludes that Mandarin instruction at NAU should leverage employment-linked content to sustain instrumental motivation while deliberately introducing cultural immersion activities to cultivate integrative interest. Collaboration with Confucius Institutes is recommended to provide authentic cultural exposure beyond the classroom.

Keywords: Mandarin motivation, language learning, Nnamdi Azikiwe University, South East Nigeria, Chinese Studies