African Postgraduate Students Learning Chinese Language at Zhejiang Normal University, College of Education: Challenges and Strategies

Abstract

This abstract presents a study of challenges African students face in learning Chinese at Zhejiang Normal University College of Education, which is a significant void in understanding students' educational experiences. Mixed-method research was adopted for this study, using a combination of quantitative surveys and qualitative interviews to acquire factual information from thirty participants. The sample of students was comprised of Master's and Doctoral students. Data collection methods included in-depth interviews, questionnaires, and literature reviews. The data were analyzed using descriptive statistics, charts, and graphs, while the qualitative data were presented based on themes. Findings speak to the way tonal pronunciation complexity, the intricacy of Chinese writing, and the cultural barriers limit language acquisition in the students and their overall adjustment. Notably, 80% of the respondents have reported significant struggles with Mandarin's tonal variations, with 67% having not been previously exposed to tonal languages, negatively impacting their learning experience. Further, the participants also expressed feelings of isolation and alienation as a result of cultural disconnections and language barriers, which affected their confidence and motivation levels negatively. Recommendations include increasing opportunities for peer interaction in the classrooms by having mixed classrooms to promote some cultural exchange and language proficiency. Some went as far as to suggest establishing tonal awareness programs to deal with pronunciation problems specifically. They have targeted action put forward by the institutions of learning to shape some forms of inclusion and enhanced experiences for such students to support their academic journeys.