Abstract

To gain a deeper understanding of Chinese as a Second Language (CSL) learners’ learning psychology and behavior, and to improve online learning outcomes, a mixed-method research study was conducted to explore the conceptions and engagement of 243 CSL learners within the context of an online Chinese reading course at a university in Beijing, China. Qualitative data were collected through semi-structured interviews to investigate the strengths and challenges of online learning in promoting students’ Chinese language acquisition. Results indicated that understanding in a new way was the most significant factor positively predicting learners’ engagement across these dimensions, while testing was linked to cognitive, emotional, and social engagement. Qualitative findings highlighted the benefits of online international Chinese learning in overcoming time and space constraints, providing a real-time interactive learning environment, easing learner anxiety, and enhancing engagement. Recommendations were made regarding technical considerations, instructional design, and students’ self-regulation.