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A Survey Study on Korean Language Enjoyment among Chinese Learners of Korean for Hobby Purposes

  • CELLMED
  • Abbr : CellMed
  • 2026, 16(4), pp.9~16
  • DOI : 10.5667/CellMed.2026.005
  • Publisher : Cellmed Orthocellular Medicine and Pharmaceutical Association
  • Research Area : Medicine and Pharmacy > General Medicine
  • Received : May 6, 2026
  • Accepted : May 26, 2026
  • Published : May 29, 2026

Jian-Yi Zhao 1,  Yang-Yang Li 1,  Hu Ji 2,  Wang, FangLing 1

1경희대학교
2중국 강서사범대학교 한국어과 강사

Accredited

ABSTRACT

This study aims to explore the level and sources of enjoyment experienced by Chinese university stu-dents learning Korean as a second foreign language for hobby purposes. A survey was conducted with 90 Chinese university students, using a 21-item Korean Language Enjoyment Scale (KLES) adapted from the Foreign Language Enjoyment Scale (FLES). In addition to the FLES, open-ended questions were in-cluded to gather qualitative insights into learners' specific enjoyment experiences. Descriptive statistics and raincloud plots were employed for data analysis, supplemented by qualitative content analysis of open-ended responses. The findings revealed that learners generally reported high levels of enjoyment, particularly related to teacher support, kindness, and classroom atmosphere. However, intrinsic enjoy-ment related to the language itself, such as the novelty of learning Korean or linguistic expression, ex-hibited more individual variability. In addition, analysis of the open-ended responses revealed four main sources of enjoyment: the satisfaction of acquiring new knowledge, positive feedback and interactive classroom engagement, a sense of achievement from applying Korean in real-life contexts, and affective investment in Korean cultural. Together, these findings indicate that KLE at the early stages of learning is primarily socially and environmentally mediated, dependent on relational classroom dynamics and teacher support rather than intrinsic linguistic motivation. This study provides empirical evidence on foreign language enjoyment in the Chinese higher education context and offers concrete pedagogical implications for designing affectively supportive second foreign language classrooms.

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