MANDARIN-DOMINANT INSTRUCTION WITH MALAY SUPPORT: GEN Z LEARNERS’ BELIEFS, PRACTICES AND EXPERIENCES
DOI:
https://doi.org/10.55197/qjssh.v7i3.1211Keywords:
Chinese as a Foreign Language (CFL), first language (L1) use, translanguaging, multilingual pedagogy, Generation ZAbstract
The role of the first language (L1) in foreign language classrooms remains a contested issue, particularly in multilingual contexts where learners navigate multiple linguistic systems. This study investigates the use of Malay (L1) in a Mandarin-dominant Chinese as a Foreign Language (CFL) classroom among Generation Z undergraduates in Malaysia. Using a cross-sectional survey design, data were collected from 111 non-Chinese students enrolled in a beginner-level Mandarin course. The study examines three dimensions: (1) the frequency of Mandarin use in classroom practice, (2) learners’ beliefs about the pedagogical roles of Malay and Mandarin, and (3) perceived cognitive and affective outcomes of Mandarin-medium instruction. Descriptive findings show that while Mandarin is consistently used by the teacher, students’ use is uneven, with higher engagement in structured responses than in spontaneous interaction. Learners demonstrate a selective orientation toward L1 use, strongly supporting Malay for explaining complex content but rejecting its use in core communicative functions. Perceived learning outcomes are generally positive, particularly in vocabulary, grammar, and pronunciation development, although comprehension challenges remain for some learners. Correlation analysis reveals that Mandarin use is negatively associated with anxiety, while stronger support for L1 use is linked to higher levels of anxiety. These findings suggest that Malay functions as a cognitive and affective scaffold, particularly for learners experiencing difficulty, rather than as a barrier to learning. Overall, the study challenges rigid “target-language-only” assumptions and argues for a principled, context-sensitive integration of L1 in CFL pedagogy. It contributes empirical evidence from a Malaysian multilingual context and highlights the need to balance exposure, comprehension, and affective support in foreign language instruction.
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