Relationships among L2 Motivational Self-System, Learning Strategy and Learner Autonomy among Malaysian non-Chinese undergraduates in Mandarin learning

Learner autonomy is a pivotal challenge for 21st-century students. This study addresses the critical yet under explored dimension of learner autonomy in the context of Mandarin as a foreign language among non-Chinese learners in Malaysia. The Malaysian Education Blueprint (MEB 2013-2025) emphasizes autonomous language learning, but research on autonomy, particularly for non-Chinese Mandarin learners, is scarce. This research gap is significant as autonomous learning is a key objective in teaching Mandarin as a second or foreign language. Drawing on the Social Cognitive Theory and the Self-regulation Model, this study investigates the degree of Learner Autonomy (LA) and its relationship with the L2 Motivational Self System (L2MSS) and Language Learning Strategies (LLS). A quantitative approach was employed, surveying 600 Malaysian non-Chinese undergraduate Mandarin learners at a public university. Data collection involved the Autonomous Learning Scale, L2 Motivational Self System Scale, and Strategy Inventory for Language Learning. Statistical analyses included mean, standard deviation, Pearson correlation, multiple regression, and mediation analysis using PROCESS MICRO 4.1. The study revealed a medium degree of learner autonomy. Both L2MSS and LLS significantly influenced Learner Autonomy, with components such as Ideal L2 Self (IL2S), L2 Learning Experience (L2LE), and three learning strategies—memory, cognitive, and metacognitive—emerging as significant predictors. The mediating role of LLS in the relationship between L2MSS and LA was confirmed, supporting the Theoretical Model of Self- Regulation. The findings suggest that Mandarin educators in Malaysia should focus on enhancing L2MSS components and LLS to foster autonomy among non- Chinese learners. There is a need to deepen understanding of how LLS mediate the relationship between L2MSS and LA, providing a more nuanced approach to fostering autonomous language learning. This study contributes to the field by highlighting the importance of personal factors in influencing autonomous learning and offers practical implications for teaching Mandarin to non-Chinese learners in Malaysia.

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