The Relationship Between Chinese Students' Learning Concepts

and Extracurricular Foreign Language Learning

Ming Chen

Central South University of Forestry and Technology, Changsha, Hunan, China

Keywords:

Learning Concepts, Extracurricular Language Learning Activities, Language Acquisition, Motivation, Time

Management, Resource Acquisition.

Abstract: Research on the impact of learning concepts and extracurricular language learning activities on language

acquisition is still insufficient, with a significant research gap. This study aims to investigate Chinese students'

learning concepts and attitudes towards extracurricular language learning activities, provide insights for teach-

ing practice. The study sampled 284 college students and collected data on the respondents' learning concepts

and extracurricular language learning activities through electronic questionnaires. The results show that stu-

dents generally have a positive attitude towards language learning. The motivation for them to learn English

is largely driven by the pursuit of material benefits, and influenced by Confucian culture, they tend to adopt

a passive learning approach. Students face dual challenges in time management and resource acquisition dur-

ing their extracurricular learning process. It is recommended that educational institutions provide necessary

learning resources and encourage students to improve their time management skills, make full use of free

resources.

1 INTRODUCTION

Compared to other Teaching English to Speakers of

Other Languages (TESOL) research areas that focus

on individual learning differences, the study of

language learning motivation has not received

adequate attention. Hosenfeld proposed that language

learners bring their beliefs into the language

classroom (Hosenfeld, 1978). Motivation has been

proven to significantly influence the learning

behaviors of English as a Second Language (ESL)

learners, such as the selection of learning strategies

and self-regulation (Yang, 1999; Wenden, 1999).

Research on the relationship between learning beliefs

and ESL language achievement has also yielded

findings (Huang & Tsai, 2003; Mantle-Bromley,

1995; Ellis, 2008). Out-of-class language learning

activities are similarly an under-researched area in

TESOL studies. The correlation between out-of-class

language learning activities and learner autonomy has

been discovered (Gao, 2009). As Nunan suggested, it

is crucial for learners to apply the skills they are

developing outside the classroom for their second

language development (Nunan, 1991). These

activities are important because they contribute

significantly to the learning of ESL learners (Hyland,

2004).

In China, students' learning beliefs and their

participation in foreign language learning activities

outside the classroom have a significant impact on

their foreign language learning capabilities.

However, despite the important roles these factors

play in the educational process, there has been

relatively little research, leaving a certain gap. This

study provides key insights into the field of foreign

language teaching, forming a component of a broader

research effort that primarily focuses on learners' and

teachers' perceptions of learning concepts,

motivation, and out-of-class language learning

activities. The research findings offer multifaceted

implications for foreign language teaching practices

and support teachers in innovating their teaching

methods. Combining out-of-class activities with

classroom instruction can effectively promote the

enhancement of students' foreign language learning

and cultural understanding capabilities. This study

extensively collects data from Chinese students

regarding their learning concepts and attitudes

towards out-of-class learning and conducts in-depth

analysis to understand students' belief systems and

learning strategies, providing educators with

reference for developing effective teaching strategies.

The study aims to provide empirical data support for

Chen, M.

The Relationship Between Chinese Students’ Learning Concepts and Extracurricular Foreign Language Learning.

DOI: 10.5220/0013968300004912

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st International Conference on Innovative Education and Social Development (IESD 2025), pages 107-112

ISBN: 978-989-758-779-5

107

educational policymakers, helping them to gain a

deeper understanding of the challenges and

opportunities currently faced in foreign language

teaching. Based on these research findings,

policymakers can plan educational resources more

rationally and formulate educational policies that are

more aligned with students' actual needs, in order to

cultivate foreign language talents with stronger

competitiveness in the context of globalization.

2 RESEARCH

METHODOLOGY

2.1 Subjects of the Survey

In this study, the author has selected a sample that is

easily accessible as the subjects of the survey.

Specifically, these subjects include 284 students who

are currently pursuing undergraduate education. The

academic fields chosen by these students are

concentrated in the arts, covering several sub-

disciplines such as painting, music, dance, and

design. By surveying these art-major students, the

authors hope to gain an in-depth understanding of the

various issues, needs, and attitudes and methods they

face in their learning process.

2.2 Survey Method

For this survey, the author decided to employ a

quantitative research method to ensure the objectivity

and statistical nature of the data. Specifically, the

author designed a computer-based questionnaire. The

computer-based questionnaire is completed through

electronic devices such as computers or smartphones.

Through this form of questionnaire, the author hope

to widely collect the respondents' individual thoughts

and opinions on learning concepts and foreign

language learning activities outside the classroom. the

author will meticulously record the respondents'

attitudes, motivations, methods for learning foreign

languages, and the specific activities and frequency of

their foreign language learning outside the classroom.

This data will help me gain an in-depth understanding

of the respondents' learning concepts and actual

learning behaviors, thereby providing rich first-hand

material for my research.

3 SURVEY RESULTS

Figure 1 illustrates the main purposes for which

people learn foreign languages. Figure1 is divided

into four sections, each representing a different

purpose of learning, with the corresponding

percentage indicated. Here is a detailed analysis.

− A. Academic needs: This has the largest share

at 60.92%. This suggests that over half of the people

learn foreign languages to meet academic

requirements, such as studies or research at school.

− B. Career development: This accounts for

24.3%. This indicates that about a quarter of the

people learn foreign languages for career

advancement, such as using a foreign language at

work or to secure better job opportunities.

− C. Personal interest: This makes up 10.21%.

This shows that some people learn foreign languages

out of personal interest, possibly due to a fondness for

the culture of the language or as a personal hobby.

− D. Others: This category represents 4.58%.

This part may include other purposes for learning

foreign languages that are not specifically listed.

Figure 1: Answers to “What is the main purpose of your for-

eign language learning?” (Sample size = 284).

Figure 1 provides an overview of the motivations

behind people learning foreign languages, showing

that academic needs are the primary motivation,

followed by career development, with personal

interest and other reasons accounting for a smaller

share.

Figure 2: Answers to “When you learn a foreign language

outside of the classroom, what is the most commonly used

learning material?” (Sample size = 284).

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Figure 2 shows the most commonly used learning

materials when people study foreign languages

outside of the classroom. The bar chart is divided into

four sections, each representing a different type of

learning material, with the corresponding percentage

indicated. Here is a detailed analysis.

− A. Books: With the highest percentage at

34.86%, this indicates that books are the most

commonly used material for learning foreign

languages, possibly because they offer systematic

learning content and exercises.

− B. Online Resources: Account for 28.87%.

This shows that online resources are the second most

commonly used learning materials, which may

include websites, blogs, online courses, etc.,

providing flexible and diverse ways of learning.

− C. Videos: Make up 20.77%. The proportion

of videos as learning materials is also relatively high,

likely because they offer visual and auditory input,

which aids in language comprehension and imitation.

− D. Apps: Account for 15.49%. Although apps

have the smallest share, they are still an important

learning tool as they can provide an interactive,

portable, and convenient learning experience.

Figure 2 provides an overview of the learning

materials used by people when studying foreign

languages outside of the classroom, showing that

books are the most popular choice, followed by online

resources, with videos and apps also having a certain

proportion of use. This may reflect the characteristics

and advantages of different learning materials, as well

as the personal study habits and preferences of learners.

Figure 3: Answers to “What is the source of motivation for

learning a foreign language?” (Sample size = 284).

Figure 3 is a horizontal bar chart that illustrates

the sources of motivation for learning a foreign

language. The bar chart is divided into four sections,

each representing a different source of motivation,

with the corresponding percentage indicated. Here is

a detailed analysis.

− A. Self-motivation: With the highest

percentage at 63.38%, this indicates that the majority

of people learn foreign languages due to internal self-

motivation, possibly because of an interest in

language learning or personal goals.

− B. External Pressure: Accounts for 24.65%.

This shows that a significant number of people learn

foreign languages due to external pressures, such as

job requirements, school mandates, or other societal

expectations.

− C. Encouragement From Others: Makes up

7.39%. This suggests that a small portion of people

learn foreign languages because they have been

encouraged by others, which could be the support and

motivation from family, friends, or teachers.

− D. Others: Represents 4.58%. This category

may include other motivations for learning a foreign

language that are not specifically listed.

Figure 3 provides an overview of the sources of

motivation for learning a foreign language, showing

that self-motivation is the primary source of

motivation, followed by external pressure, while

encouragement from others and other reasons account

for a smaller proportion. This likely reflects the

importance of intrinsic motivation in the learning

process, as well as the impact of external factors on

learning motivation.

Figure 4: Answers to “Have you ever participated in online

language learning courses?” (Sample size = 284).

Figure 4 is a vertical bar chart that shows the

participation in online language learning courses. The

bar chart is divided into two sections, each

representing a response option, with the

corresponding percentage indicated. Here is a

detailed analysis.

− A. Yes: Accounts for 65.85%. This

indicates that in the surveyed sample, over two-

thirds of the people said they have participated

in online language learning courses.

The Relationship Between Chinese Students’ Learning Concepts and Extracurricular Foreign Language Learning

109

− B. No: Accounts for 34.15%. This shows

that about one-third of the people said they have

not participated in online language learning

courses.

Figure 4 provides an overview of whether

people have participated in online language

learning courses, showing that the majority have

experience with online learning, which may

reflect the prevalence and acceptance of online

learning in language education.

Figure 5: Answers to “What is the purpose of learning a

foreign language?” (Sample size = 284).

Figure 5 shows the distribution of purposes for

learning a foreign language. The pie chart is divided

into four sections, each representing a different

purpose of learning, with the corresponding

percentage indicated. Here is a detailed analysis.

− A. Pass Exams: This has the largest proportion

at 82.39%. This indicates that the main purpose for

most people to learn a foreign language is to pass

relevant language exams.

− B. Improve Communication Skills: This

accounts for 68.31%. This shows that a significant

number of people learn a foreign language to enhance

their communication abilities.

− C. Enhance Professional Competitiveness:

This is at 59.51%. This suggests that nearly six out of

ten people believe that learning a foreign language

can improve their competitiveness in the job market.

− D. Others: This category makes up 23.59%.

This part may include other purposes for learning a

foreign language that are not specifically listed.

Overall, the main motivations for learning a

foreign language are to pass exams and to improve

communication skills, followed by career

development. While other purposes have a smaller

share, they also represent the learning motivations of

a segment of the population.

4 DISCUSSION

It can be distinctly observed that Chinese students

generally hold a positive and optimistic attitude

towards foreign language learning. They are not

limited to traditional classroom learning but also

actively participate in various extracurricular

activities to improve their foreign language

proficiency. These activities include, but are not

limited to, watching foreign language movies and TV

programs, reading foreign books and articles,

listening to English songs, tuning in to English radio

stations, and engaging in self-study through various

foreign language learning software and media

resources. Additionally, they enjoy face-to-face oral

communication with others to exercise and enhance

their practical language application skills. This

method of learning not only helps them better

understand the culture behind the language but also

improves their listening and speaking skills in actual

conversations.

Survey results further reveal the close link

between Chinese students' learning concepts and their

participation in extracurricular foreign language

learning activities. Students who believe that

extracurricular language learning activities are

helpful for improving language skills tend to have a

more positive and favorable attitude towards foreign

language learning. At the same time, students who

actively engage in extracurricular language learning

activities usually place greater emphasis on the

practical application of languages, especially English

conversational skills. They have high confidence and

expectations for learning English, believing that

through their own efforts and a combination of

various learning methods, they can effectively

improve their language proficiency.

Based on the latest research findings, the author

observed that in traditional foreign language teaching

classrooms, teachers are encouraged to adopt

innovative teaching methods and media to enrich the

content and forms of teaching. These new teaching

approaches can not only significantly enhance

students' interest in learning but also effectively

increase their sense of participation and interactivity,

thereby improving learning outcomes. For example,

by using multimedia technology, interactive

whiteboards, online learning platforms, and other

modern educational tools, a more vivid and intuitive

learning environment can be created for students,

making it easier for them to understand and master

foreign language knowledge. Moreover, these tools

can help teachers present teaching content in more

flexible and diverse ways, thus stimulating students'

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enthusiasm for learning. Secondly, the research also

emphasizes the importance of extracurricular foreign

language learning activities. By organizing various

forms of extracurricular activities, such as language

corners, language exchanges, and cultural experience

activities, students' interest in continuing to learn

foreign languages outside the classroom can be

stimulated. These activities not only help students

consolidate and apply the knowledge learned in the

classroom but also enable them to improve their

language use and enhance their cross-cultural

communication skills in actual communication.

Overall, these survey results indicate that Chinese

students, in the process of learning foreign languages,

not only value systematic learning in the classroom

but also pay great attention to enriching and

expanding their language learning experience

through extracurricular activities. This

comprehensive learning concept and positive

learning attitude will undoubtedly have a positive

impact on their foreign language learning outcomes.

They recognize that language learning is not just for

dealing with exams, but also for effective

communication and interaction in the real world.

5 CONCLUSION

In this study, the author analyzed the far-

reaching

impact of English in China and the dual

benefits of material and knowledge it brings, which

has prompted Chinese students to learn English

generally out of material interests. This learning

motivation, combined with the humility emphasized

in Confucian culture and the extreme importance

attached to personal face, has led to an interesting

phenomenon: students prefer to participate in

relatively passive extracurricular activities, such as

reading English newspapers, watching English

videos, and browsing English content online. These

activities do not require direct face-to-face

communication, thus avoiding potential

embarrassment and loss of face. However, this

learning method also raises a significant issue: it

limits the fluency and confidence of students in real

English communication environments, especially in

situations where they need to actively use English for

conversation and correspondence. Therefore,

although students may excel in reading

comprehension and understanding, they may face

significant challenges in effectively communicating

in English in practical applications. This phenomenon

not only affects the development of students'

individual language skills but may also have a

profound impact on the overall quality of English

education and international communication

capabilities in China.

To address the aforementioned issues, educators

and policymakers must take measures to promote

students' English application abilities in real contexts.

First, the education system should emphasize the

communicative function of language and encourage

students to participate in more interactive learning

activities, such as role-playing, debates, and English

corners. Second, teacher training should be

strengthened to enhance teachers' professional

abilities in communicative teaching methods to better

guide students in practical language use. In addition,

schools and educational institutions can cooperate

with international organizations to provide students

with opportunities for overseas exchanges, allowing

them to practice and improve their English abilities in

real language environments.

At the same time, families and society should also

play their roles in creating more opportunities for

students to use English. Parents can broaden their

children's language practice platforms by

encouraging them to participate in international

summer camps, online English learning communities,

and so on. Media and publishing institutions should

also increase the output of English content, such as

English radio programs, English magazines, and e-

books, to enrich students' learning resources.

Furthermore, the government should formulate

corresponding policies to support the reform of

English education, ensure the rational allocation of

educational resources, and especially tilt towards

remote and resource-poor areas to reduce educational

inequality.

In summary, through the joint efforts of the

education system, families, society, and the

government, the practical application ability of

Chinese students in English can be effectively

improved, thereby promoting the improvement of the

quality of English education in China and the

enhancement of international communication

capabilities. This will not only help the

comprehensive development of students but also lay

a solid linguistic foundation for China's international

status and competitiveness in the context of

globalization.

In this study, the author employed a questionnaire

survey method to collect data. However, this

approach has some limitations. Firstly, the sample

size of the questionnaire survey may not be large

enough to comprehensively cover students from all

regions and different backgrounds. Secondly, the

complexity of questionnaire design may lead to

The Relationship Between Chinese Students’ Learning Concepts and Extracurricular Foreign Language Learning

111

certain questions not accurately reflecting the

motivations and deeper thoughts of the respondents.

To address these limitations, future research can

adopt the following improvements: First, expand the

sample size to ensure the diversity and representation

of the sample, so as to better reflect the situation of

English learning in different regions and

backgrounds. Second, combine other research

methods, such as interviews and observation, to gain

a more comprehensive understanding of students'

motivations and behaviors in English learning.

Through these improvements, the complexity and

diversity of English learning can be more accurately

revealed, providing stronger support for the

improvement of English education.

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