From "Instrumental Motivation" to "Cultural Identity": A Study on the Dynamic Evolution of Chinese Learning Motivation among Belt and Road International Students in China—A Case Study of Jilin Engineering Normal University

Abstract

This study focuses on international students from countries along the "Belt and Road" initiative, enrolled at Jilin Engineering Normal University, examining their evolving motivations for learning Chinese. The research employs qualitative methods to explore how these students' motivations shift from "instrumental motivation" to "cultural identity." Initially, international students are primarily driven by instrumental goals, such as improving academic performance and enhancing career prospects. However, as they engage in various Chinese cultural practices, integrate into the Chinese language environment, and establish relationships with both local teachers and peers, their motivation gradually transitions toward more integrative goals. These include developing a deeper interest in Chinese culture and experiencing emotional identification with the language and society. Over time, this transformation leads to the formation of a stable cultural identity. This identity is manifested in concrete actions, such as the decision to pursue career opportunities in China post-graduation and actively participating in the dissemination of Chinese culture. The findings of this study offer valuable insights for universities and educational institutions seeking to refine their Chinese language programs for international students, enhance their intercultural communication strategies, and improve the overall integration experience for students from diverse cultural backgrounds.