Tests of Learning or Testing for Learning? An Exploratory Study of Motivation and Language Learning Strategies Among HSK Level 1-3 Test-takers in UK

This in-depth study evaluated motivation, learning strategies and demographic factors among early-level Chinese HSK test-takers, predicting differences at higher test levels when Chinese character knowledge is required. 71 UK-based HSK test-takers from beginner (1/2) to intermediate (3) levels were recruited; using quantitative survey and qualitative interviews, test-taker characteristics were analysed. However, findings revealed similar patterns at all three levels, and few effects of demographic factors. Higher levels of intrinsic than extrinsic motivation, and higher use of meaning-focused learning strategies were found across levels, although learners may start with structure-based priorities at beginner levels, especially in female learners. Including pinyin made beginner-level HSK exams seem more accessible, but commitment to learning characters was also evident at beginner stages. Noting limitations in the HSK exam format as a test of linguistic abilities, the findings are evaluated for wider pedagogical implications for effective early-stage L2 Mandarin Chinese language development. Keywords Motivation, language learning strategies, HSK levels 1-3, test-taker characteristics, Chinese characters, pinyin