Wu Xuancheng, Wen Xin, Lu Juan, Liu Weizhi
The Emotion & Cognition Lab, Faculty of Psychology and Mental Health, Navy Medical University, Shanghai, 200433, China.
Psychology and Education, Faculty of Education, The University of Warwick, Coventry, CV48UW, UK.
BMC Psychol. 2025 Jul 31;13(1):850. doi: 10.1186/s40359-025-03196-9.
Globalization has spurred a rise in second language (L2) learners, necessitating deeper understanding of psychological and cognitive factors shaping their learning processes. While prior research focuses predominantly on English second language (ESL) learners, studies involving learners of other languages remain scarce. This study bridges this gap by examining learning motivation, strategies, and styles across ESL learners and Chinese second language (CSL) learners.
We surveyed 312 learners, using the Strategy Inventory for Language Learning (SILL) and the Perceptual Learning Style Preference Questionnaire (PLSPQ), College English Test (CET) and the Hanyu Shuiping Kaoshi (HSK) to assess variables. Data were analyzed using SPSS for correlation and regression.
Divergent patterns emerged between groups. For ESL learners, learning motivation directly shaped strategy use, which in turn were positively correlated with learning proficiency, with visual learning styles further enhancing the degree of proficiency. Conversely, CSL learners exhibited no significant motivation-strategy link, and learning strategies negatively predicted proficiency. However, group-based learning styles positively influenced CSL proficiency.
These results highlight that the impact of learning factors on proficiency varies across different L2 learners. Proficiency levels influence the choice of learning strategies and preferences. Consequently, teaching strategies should be dynamically adjusted to align with learners' cultural backgrounds, proficiency levels, and individual learning factors, which can enhance the effectiveness of second language education and better support diverse learner needs. This study emphasizes the need for adaptive educational practices and further research.
全球化促使第二语言（L2）学习者数量增加，这就需要更深入地了解影响其学习过程的心理和认知因素。虽然先前的研究主要集中在英语第二语言（ESL）学习者身上，但涉及其他语言学习者的研究仍然很少。本研究通过考察ESL学习者和汉语第二语言（CSL）学习者的学习动机、策略和风格，填补了这一空白。
我们对312名学习者进行了调查，使用语言学习策略量表（SILL）、感知学习风格偏好问卷（PLSPQ）、大学英语测试（CET）和汉语水平考试（HSK）来评估变量。使用SPSS对数据进行相关性和回归分析。
两组之间出现了不同的模式。对于ESL学习者来说，学习动机直接影响策略的使用，而策略的使用又与学习成绩呈正相关，视觉学习风格进一步提高了成绩水平。相反，CSL学习者的动机与策略之间没有显著联系，学习策略对成绩有负向预测作用。然而，基于小组的学习风格对CSL成绩有积极影响。
这些结果表明，学习因素对成绩的影响因不同的第二语言学习者而异。成绩水平会影响学习策略的选择和偏好。因此，教学策略应根据学习者的文化背景、成绩水平和个人学习因素进行动态调整，以提高第二语言教育的有效性，并更好地满足不同学习者的需求。本研究强调了适应性教育实践和进一步研究的必要性。
