Abstract

This study examines the language learning motivations of Finnish undergraduates pursuing a Chinese language degree. An online survey investigates six motivation types—Integrative, Instrumental (Gardner, 1985, 2010; Gardner & Cantano, 2000), Intrinsic, Extrinsic (Deci & Ryan, 1985, 2000), L2 Self System (Dörnyei, 1998; Dörnyei & Ushioda, 2021), and Situational and Task Motivations (Dörnyei, 2003, Julkunen, 2001)—alongside seven aspects of learning experiences.

Quantitative findings indicate consistent dominance of Intrinsic and Integrative Motivations across all grades, showcasing students’ personal satisfaction and cultural interests. Instrumental Motivation fluctuates, highlighting career-oriented aspirations in the first and third years. Conversely, L2 Self System and Situational and Task Motivations remain low throughout the program. Qualitative analyses reveal universal and grade-specific themes. First-year students emphasize intrinsic curiosity and initial cultural engagement. Second-year students demonstrate balanced motivations, from interacting with native speakers to completing culturally rich assignments. By the third year, students focus on mastering complex tasks and aligning their goals with professional aspirations.

This study extends our existing knowledge by examining language learning motivation within a structured, degree-oriented program in Finland. While learners often express cultural interest and career aspirations, many currently lack clarity about the specific job responsibilities associated with a Chinese degree. The findings highlight the importance of pedagogical strategies that align with students’ evolving motivations, particularly through immersive, authentic, and real-world-simulated learning opportunities.

Keywords: learner motivation, Chinese language education in Finland, Nordic learners of Chinese