Exploring Ethnic Minority Students’ Perspectives on Anxiety in Learning Chinese as an Additional Language: An Interpretative Phenomenological Analysis

[Special Interest Group for Translanguaging and Inclusive Education]

Very pleased to share this paper, co-authored with my Research Assistant, Xinyi Wang, that discusses a significant area of research - ethnic students’ perceptions of their foreign language anxiety in relation to their Chinese as an Additional Language (CAL)learning. The paper is published in Journal of Multilingual and Multicultural Development (SSCI-indexed Journal) and the findings show that while Foreign Language Anxiety (FLA) can impact students’ CAL learning experiences, other personal and sociocultural factors also contribute to their lack of motivation to improve CAL learning, despite experiencing FLA. These factors include (1) the difficulty of learning CAL, (2) the widespread use of English-as-a-Lingua-Franca in HK society, and (3) the washback effects of CAL exit-point assessments. 

We argue that the perceived relevance and importance of CAL in students’ lives are closely linked to FLA and can contribute to the lack of motivation observed in students with high or mid-level FLA. We also argue that it is imperative for the government to carefully revise the existing policy regarding alternative exit-point assessments in order to facilitate the integration of ethnic minority students into HK society.

Open Access: https://doi.org/10.1080/01434632.2024.2368053

Reference:
Tai, K. W. H. and Wang, X. 2024. ‘Exploring Ethnic Minority Students’ Perspectives on Anxiety in Learning Chinese as an Additional Language: An Interpretative Phenomenological Analysis’. Journal of Multilingual and Multicultural Development. Epub head of Print. (SSCI-indexed Journal)

Best wishes,

Kevin Tai

Professor Kevin W. H. Tai

BA (Hons 1) (Newcastle, UK), MSc (Oxon), PhD (UCL), FHEA, FRSA

Assistant Professor of Language and Literacy Education 

Co-Director, Centre for Advancement in Inclusive and Special Education (CAISE)

Chair, Special Interest Group for Translanguaging and Inclusive Education, CAISE

Chair, Working Group for Research, Academic Unit of Language and Literacy Education

Faculty of Education

The University of Hong Kong

Honorary Research Fellow, IOE, UCL’s Faculty of Education and Society, University College London

Editor, The Language Learning Journal (Routledge)

Assistant Editor, International Journal of Bilingual Education and Bilingualism (Routledge)

Executive Guest Editor, Learning and Instruction (Elsevier)

Research Advisor, Cambridge Educational Research e-Journal

Awardee of RGC Early Career Award (ECA) (2023/24), Research Grants Council of Hong Kong

Email (HKU): kevi...@hku.hk

Email (UCL): kevin.tai@ucl.ac.uk  

Telephone: (852) 3917 6107

Website: https://web.edu.hku.hk/faculty-academics/kwhtai 

[Alexander Tang]

Congratulations, Dr. Kevin Tai and Ms. Xinyi Wang! This is a huge feat, and a great accomplishment!! I’m adding this article to my reading list!!!

Mālama pono,

Alex

Alexander F. Tang 鄧富健, M.A., M.Ed.

Doctoral Student, Department of Second Language Studies
Graduate Assistant, Center for Language & Technology

Language Learning & Technology Managing Editor, National Foreign Language Resource Center
College of Arts, Languages, and Letters

University of Hawaiʻi at Mānoa

aft...@hawaii.edu

Pronouns: He/他/佢  (What does this mean?)

https://alexander-f-tang.com/

HALT Member-at-Large, 2023-2025

HITESOL Social Media / Web Master, 2023-2024

TESOL AEIS Chair, 2024-2025

New publications!

Tang, A. F. (2024). Review of Black Immigrant Literacies: Intersections of Race, Language, and Culture in the Classroom by Patriann Smith. Journal of Language and Literacy Education, 20(1). 1-3.

Tang, A. F. (2023). Reflections from a Pedagogy of the Oppressed book reading inquiry circle. COABE Journal, 12(2), 121-125.

Tang, A. F. (2023). Implementing project-based language learning with adult multilingual learners of English. WAESOL Educator, 48(2), 20-26.

Tang, A. F. (2023). Exploring and supporting second language identity development among adult ESL learners. WAESOL Educator, 48(1), 22-25.

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