The Relationship Between Motivation and Fear in Learning Mandarin as a Foreign Language among Undergraduates in Malaysia

Abstract

In the Malaysian higher education context, learning Mandarin as a foreign language has become an increasingly important part of students’ academic experience and future employability. Although motivation is often viewed as a key factor in successful language learning, many learners continue to experience fear and anxiety in the classroom. These emotional experiences may shape how students participate, respond, and persist in Mandarin language learning. The objective of this study is to examine the influence of motivation on fear of learning Mandarin among university students in Malaysia. In particular, the study focuses on learners’ motivation and fear, the relationship between these two variables, and whether differences exist across academic clusters. This study adopted a quantitative research design using a survey method. The research instrument consisted of two main sections. Section B measured motivation to learn a Mandarin language in terms of effort, desire, and positive affect. Section C measured fear of learning Mandarin language, focusing on communication apprehension, fear of negative evaluation, and test anxiety. A total of 234 undergraduate students from several campuses in a public university participated in the study. Data were analysed using descriptive statistics, correlation analysis, and inferential tests. The findings show that learners generally demonstrate strong motivation and positive engagement in foreign language learning. However, fear remains present, particularly in situations involving speaking, understanding classroom input, and assessment. The analysis also reveals a weak but significant negative relationship between motivation and fear. While motivation does not differ significantly across academic clusters, fear shows a significant difference. Overall, the findings suggest that motivation alone may not be sufficient to reduce learners’ fear in the Mandarin classroom. The study highlights the need for greater attention to emotional factors in the classrooms and points to the importance of teaching approaches that support both motivation and emotional well-being.