Research on the Students’ Attitudes Towards Multilingualism: Li Minority Students in Hainan

Abstract Recent research has emphasized that attitude is key to language learners’ learning outcomes. More specifically, language learners’ feelings about languages and language learning may affect their study behavior and willingness to engage with a second or foreign language. Few studies on language attitudes have been conducted with ethnic minority groups in China. As such, influencing factors (e.g., gender, language proficiency) have not gained sufficient attention. The present study aims to explore language attitudes, especially towards multilingualism, among members of the Li minority group in Hainan, China. First, we conceptualized and validated a questionnaire on attitudes towards multilingualism. Exploratory factor analysis and confirmatory factor analysis verified the survey’s validity. Then, we examined how selected sociodemographic variables (e. g., gender and language proficiency) influenced students’ attitudes towards multilingualism. Hierarchical regression was performed to ascertain the contribution of each predictor variable to learners’ attitudes towards multilingualism. Results revealed no significant relationship between gender and language attitudes but found a significant impact of students’ language proficiency level on their attitudes towards multilingualism. Implications for minority students’ multilingual learning were discussed based on the findings.