The lived experiences of Mandarin-speaking learners in learning English as a foreign language

This study explores the lived experiences of Mandarin-speaking learners as they navigate the challenges of acquiring English as a foreign language (EFL). Recognizing the growing importance of English proficiency in global contexts, the research aims to uncover the personal, linguistic, and cultural hurdles faced by this unique learner demographic. Utilizing a qualitative phenomenological approach, the study draws insights from in-depth interviews with six Mandarin-speaking EFL learners. The participants were selected through purposive sampling, and data were collected via semi-structured interviews. Colaizzi’s method of analysis was employed to distill themes from the participants' narratives.

The findings reveal five major themes: challenges in pronunciation and grammar, influence of mother-tongue interference, emotional and psychological barriers, role of peer and teacher support, and adaptive strategies in language learning. Participants commonly cited difficulties in phonological aspects of English, such as consonant clusters and intonation, and expressed anxiety and self-doubt as persistent obstacles. Despite these challenges, learners demonstrated resilience and adopted various coping strategies, including immersion in English media and peer collaboration.

The study concludes that Mandarin-speaking EFL learners face multifaceted challenges that extend beyond linguistic competence, encompassing emotional and sociocultural dimensions. It underscores language educators' need to adopt learner-centered and culturally responsive pedagogies. The insights gained from this research contribute to a deeper understanding of the EFL learning experience and may inform future curriculum development and instructional practices aimed at supporting Mandarin-speaking students.