Research Model and Hypothesis The current interest in learning Chinese has

been increased by the growing strength of the Chinese economy and the need got Americans who are able to communicate in the fields of business, government, etc. (Dretzke & Jordan, 2010). In England, between 10-13% of all secondary schools are providing Mandarin teaching. Nearly half of all schools teaching Mandarin include Chinese studies in other curriculum areas, particular in Geography, History and Art (The Department for Children, Schools and Families, 2007).

The Department for Children, Schools and Families (2007) conducted a study about Mandarin language learning. The department used a non-experimental, comparative, quantitative and qualitative design, of 773 schools split into 3 distinct samples. A probability, systematic sampling plan resulted in the data producing sample of 369 schools, a response rate of 48%. Data collection procedures were all UK full time and part time students. Strength of the study reported by The Department for Children, Schools and Families is the survey covered a much sample. The limitation reported by The Department for Children, Schools and Families are the research did not present the research questions, hypothesis, reliability and validity. Future study should focus on overseas UK students.

2.1 CBEST

According to Teacher Education Program in the Unites States, many Taiwanese applicants wish to teach mandarin k-12 public school system in

California need to pass the California Basic Educational Skill Test (CBEST) and California Subject Exam for Teachers plus Writing Skills (CSET) (Kroll, 2007). The test is offered six times per year.

Individuals only need to pass once in the lifetime.

There are three sections of the CBEST, 50 multiple choice of reading questions, 50 multiple choice of mathematics questions, and 2 essays of writing.

People may also need to take one or two sections at a time or four hours to complete the three sections.

Applicants can retake the sections which they did not pass (Commission on Teacher Credentialing, 2007).

Each section score is from 20 to 80 and the score total must higher 123 points in order to pass the test.

The writing score scale are evaluated during diagnosis scoring: Rhetorical Force, Organization, Support and Development, Usage, Structure and Conventions, and Appropriateness (Pearson Education, 2008).

2.2 CSET

California Subject Exam for Teachers plus Writing Skills (CSET) test is divided in to the following three sections: Language Arts/Social Science; Math/Science; and Visual and Performing Arts/Human Development/Physical Education (Kroll, 2007). Within five years, candidates must take and retake the sections did not pass. The sections have five hours examination period and candidates need to pass subtest 220 points. The test is also offered six times per year. Subtests are available in agriculture, art, business, home economics, health science, English, foreign languages, industry and technology education, music, math, science, PE and social science (Kroll, 2007).

2.3 TOP

Test of Proficiency-Huayu (TOP) is a Chinese proficiency test for non-native Chinese speakers who are interested in a) applying for college and graduate schools, b) seeking jobs in Taiwan and c) taking

placement (Steering Committee for the Test Of Proficiency-Huayu, 2010). TOP has four levels:

Beginners, Basic, Intermediate, and Advanced.

Beginners test is 80 minutes with 80 multiple-choice questions in two sections: Listening and Reading comprehension. Basic, Intermediate, and Advanced each is 110 minutes with 120 multiple-choice questions in three sections: Listening, Grammar and Vocabulary, Reading comprehension (Steering Committee for the Test Of Proficiency-Huayu, 2010).

2.4 AP

The Advanced Placement Program (AP) Chinese and culture courses are important for the multilingualism in United States secondary school education. AP course prepare students to demonstrate their levels of Chinese proficiency across the five goal areas with Cultures, Connections, Comparisons, Communication and Communities (The College Board, 2008). AP Chinese culture course introduce many aspects of contemporary Chinese society, including geography and population, travel and transportation, ethic and religious, etc. The AP Chinese Language and Culture exam is about 2 hour and 15 minutes in length. The test assesses Interpersonal, Interpretive, and Presentational communication skills in Mandarin Chinese. There are two sections in the exam: Section I consists of multiple-choice questions to test the communication skills in the Interpersonal and Interpretive modes.

Section II consists the free-response section, test the student about written and spoken responses (The College Board, 2008).

2.5 English Language Learning

In the global community, due to the increase use of English media and commerce, there are second language English speakers around the world. There are now more than 375 million native English speakers in countries such as the Unites States, England, and Australia. An equal number of English

as a second language (ESL) English speakers live in countries such as India and Nigeria. Some 750 million English as a foreign language (EFL) speakers live in China, Israel, Egypt, and Japan. This represented native speakers, ESL speakers and EFL speakers who had the power to change millions of people throughout the world to communicate and access international media in English (Warschauer, 2004).

The English language has been used widely in the world, and has become the most prevalent language in many countries (Riemer, 2002). English is the dominate language in some countries due to immigration and settlement. Additionally, many university level courses had increased English online programs in Western countries (Riemer, 2002).

Cirino, Vaughn, Thompson, and Hagan (2009) conducted a study on one-year follow-up data for language learners with reading difficulties. These learners had received a supplemental first grade reading intervention of their language core reading instruction. Cirino et al. (2009) used an empirical study to identify one-year follow-up outcomes of Spanish and English interventions for English language learners. The researchers hypothesized the students who received intervention would outperform other learners on all measures whether the language of intervention was English or Spanish.

2.6 Personality Trait

“Personality theory assumes that everyone is different and that individuals are characterized by a unique and basically”. Personality has been studied in a variety of different ways and pertaining to different forms of processing styles and learning styles (Sharp, 2008, p. 18). Marton and Saljo (1976) identified two learning styles: surface-level characterized by student who just rote and memorize to learn, another level is deeper level.

Costa and McCrae (1992) developed the

NEO-PI-R personality traits inventory that includes five factors: Neuroticism; Extraversion; Openness;

Agreeableness; and Conscientiousness.

2.7 Online Language Learning

Learning a second language (L2) was both a time-consuming and an intense activity. According to the Foreign Service Institute (FSI) estimates, language learners need to spend 600-1320 hours to reach a high level of fluency. Most university students only spend 150 hours for each academic year to study a second language. This means students had difficulty meeting the high level English ability (Blake, 1999). No one doubts that directly going to the regions to study English would improve students’

ability to achieve high levels of proficiency. Some second language learners were unable or unwilling to go abroad to study, so multimedia became the indirect learning instruction to study the language (Blake, 1999).

However, there was no one technology that can suitably enable all students to study a foreign language. Technology tools also changed rapidly, such as the Web, CD-ROM applications, and network-based communication (Blake, 1999). The Web offers real target-language resources, such as a visual trip to bring more cross-cultural analysis and discussion in the web-based classroom. CD-ROM provided large video, audio, and graphics.

Computer-medium communication (CMC) offered second language learners the ability to study from E-mail, asynchronous communication, chat or synchronous communication. These technology tolls helped students achieve a high level English (Blake, 1999).

Reading from computer screens had become prevalent in our daily lives as the amount of reading increases (Sawaki, 2001). The World Wide Web had become the dominant medium of mass communication in the U.S. The major U.S. radio and

television stations had their own Web sites to present the modern life, including education. Universities across the United States emphasize online courses in order to educate students throughout the world without being present in the classroom. The growth of and ease of access to the Internet had made studying possible under any circumstances. Suitably equipped location provided Web-related communication technologies to make easier for students to communicate with the instructor and classmates at any time of day (Thirunarayanan &

Peres-Prado, 2001).

Recent literature had explored the effectiveness of computer technology utilization in second language learning and teaching. Educators had been particularly interested in technology’s interactive capabilities and benefit. The internet or multimedia could provide immediate feedback and real-world situations through the use of video, audio, and graphics (Lin, Moore, & Lee, 2002). Kramsch and Andersen (1999) reported that multimedia technology could provide authentic contexts, which have been important for language learning.

2.8 Attitude Characteristics

Hashimoto (2002) conducted a study of the second language (L2) learning and L2 communication variables use in the classroom of Japanese ESL (English as a Second Language) students. Hashimoto (2002) designed a non-experimental, qualitative and quantitative study with descriptive statistics, reliability of the subscales, correlation and construct validity. The model of second language L2 communication was tested using structural equation modeling. The sample included Japanese undergraduate and graduate students attending the University of Hawaii at Manoa (UHM) in Hanolulu. L2 proficiency, attitude toward the international community, confidence in L2 community and, L2 learning motivation were

hypothesized to affect willingness to communicate (WTC). Hashimto’s literature review was through the empirical studies of L2 proficiency, leading to the major gap of L2 negatively influencing perceived competence.

The findings supported the significant leading from willingness to communicate and motivation to second language (L2) frequency. The finding indicated that students had greater motivation for second language learning and were willing to communicate using second language more frequently in the classroom. There was statistic significant with Japanese ESL students were higher expected the higher perceived will lead to more frequent L2 use in the classroom.

Hashimoto’s (2002) findings were consistent with Macintyre and Charo’s (1996) theory. The Macintyre and Charos study was conducted in the beginning when students had low proficiency.

Therefore, perceived competence did not influence L2 with more advanced students. Hashimoto (2002) generated the following areas of future study: (a) what relationship could be found between actual behavior and intention to behave? and (b) Would similar results be obtained if frequency of L2 use were extended to use outside of classroom context?

2.9 Learning Environment

According to Piccoli, Ahmad, and Ives (2001)

“environment is the key factor in learning a second language” (p. 406). Learning environment is described in terms of time, space, place, and the learning environment includes three dimensions:

interaction, technology, and control. Smith, Neisworth, and Greer (1978) defined the learning environment as having five dimensions:

1. Physical environment, architecture, design, and arrangement considerations for the school and particularly the instructional space.

2. Instructional arrangements, curriculum content and characteristics, teaching method, and materials and media for instruction.

3. Social situation, teacher-child, child-child, interactions, group dynamics, classroom, school, and community social aspects.

4. Evaluation instruments and evaluative practices, placement, summative, and formative devices and procedures used by school psychologists and others.

5. Supportive services, in-school (health, speech, counseling) and out-of-school (employment counseling, follow-up) facilities (p. 11).

Chang and Shu (2000) also claimed that good environment improves the learning outcomes, and boots and inspires the learning spirit. However, in Taiwan, EFL classroom is different from a natural learning environment due to lack of the English speakers outside the classroom. It is essential to provide a good environment for language learners to demonstrate English proficiency in TOEIC (Wu &

Wu, 2008).

We and Wu (2008) explored a study about the perceptions of students in technical university concerns the EFL learning environment in Taiwan.

The researchers used an empirical, quantitative methodology study of target population are 3,589 non-English major freshman students required to take the EFL classes, and the sample size was 593 freshman students using a two-stage random sampling procedure. Empirical studies of physical environment, instructional arrangements, and social

situation were examined.

A random numbers were 593 participants, and a response rate of 96.3%. We and Wu (2008) used Gardner’s Attitude/Motivation Test Battery and California Foreign Language Project instrument.

Reliability and validity were established in the study.

Findings supported the motivation and the

environment has a strong statistic significant. This led to the following conclusion is to improve the learning environment would enhance students motivation and

language proficiency achievement.

Recommendations for the results and the conclusion are to a) hiring more teachers, generating peer interaction, adding multimedia equipments, b) students need to understand their goal, and expectations of the task, c) the instructors and the students need to contact with the English native speakers, d) encouraging students use English in a non-academic setting.

2.10 Language Proficiency

Since English had become a prominent international language, researchers have advocated the creation of an instrument to develop the language of cross-cultural communication among students.

Learning English has gained more attention in developing countries, and has been listed as a requirement in schools around the world (Brown, Collins & Duguid, 1989).

Scott, Bell, and Mccallum (2009) conducted a study on the relationship of foreign language attitude and perceptions to spelling and reading skills. Scott et al.’s (2009) study endeavored to identify reading and reading-related skills. The researchers had two research questions: (a) the relationship between native-language reading and related task performance, foreign language attitude and perceptions of U.S college students; and (b) the difference in attitude and perceptions, on the basis of the language being studied and level of performance on native language reading tasks. Scott et al. (2009) used a compare group design of 278 college students enrolled in 100 and 200 level foreign language course. The researchers’ literature review was through the empirical studies of attitudes and perceptions about learning a foreign language to measures of reading and reading-related tasks uncovered a major gap in

the literature in that participants did not show significant differences in perceptions and attitudes of basic language study.

A non-probability, sampling plan, comparison group resulted in a final data-producing sample of 246 participants, with a response rate of 88.4%.

5-point Likert-type scale was used to measure demographic information, academic history, foreign-language attitudes, and foreign-language perceptions. Internal consistency reliability was established. Internal consistency reliability was .74. 3 (native-language at-risk status) × 3 (languages) analyses of variance (ANOVAs) determined whether there were significant differences in attitudes toward learning a foreign language on the particular language being learned and basis of native language reading skills. Data collection procedures were clearly described.

The findings supported that there was a significant tendency among college students participants with low scores on reading to have negative attitude and perceptions for second language learning. However, there was no significant difference in their attitudes and perceptions on the basic of language learning.

Scott et al.’s (2009) interpretation of these findings was to examine the relationship between native language spelling and reading skills and attitude and perceptions about foreign language learning. This led to the conclusion that students with weaker reading and spelling skills had more negative experience with foreign language learning.

Further, implications were instructors should be aware of those particular students who have difficulties in learning a foreign language. Instructors should provide more opportunities for students to practice and review. In addition, flexibility in grading would offer students more opportunity to succeed in foreign language learning.

Limitations reported by Scott et al. (2009) included the study being conducted only during the mini term and summer semester in the southeast United States. Research should be extended to different countries, and take place during the traditional academic year. Scott et al.’s (2009) findings were consistent with those Sparks and Ganschow (1993) obtained with high school students.

Sparks and Ganschow found differences in foreign language perceptions and attitudes of high school students identified with LD and those identified as HR, compared with those identified as LR. Future study focused on the effective instruction for college students.

2.11 Hypotheses

H1a. Personality traits (conscientiousness, extraversion, agreeableness, openness, neuroticism), attitude characteristics, learning environment, and language proficiency has statistic significant with online Chinese language learners.

H1b. Personality traits (conscientiousness, extraversion, agreeableness, openness, neuroticism), attitude characteristics, learning environment, and language proficiency has statistic significant without online Chinese language learners.

H2a. Personality traits (conscientiousness, extraversion, agreeableness, openness, neuroticism), attitude characteristics, learning environment, and language proficiency has statistic significant with online English language learners.

H2b. Personality traits (conscientiousness, extraversion, agreeableness, openness, neuroticism), attitude characteristics, learning environment, and language proficiency has statistic significant without online English language learners.

H3. Personality traits (conscientiousness, extraversion, agreeableness, openness, neuroticism), attitude characteristics, learning environment, and language proficiency has statistic significant with

English language learners.

H3a. Personality traits (conscientiousness), attitude characteristics, learning environment, and language proficiency has statistic significant with English language learners.

H3b. Personality traits (extraversion), attitude characteristics, learning environment, and language proficiency has statistic significant with English language learners.

H3c. Personality traits (agreeableness), attitude characteristics, learning environment, and language proficiency has statistic significant with English language learners.

H3d. Personality traits (openness), attitude characteristics, learning environment, and language proficiency has statistic significant with English language learners.

H3e. Personality traits (neuroticism), attitude characteristics, learning environment, and language proficiency has statistic significant with English language learners.

H4. Personality traits (conscientiousness, extraversion, agreeableness, openness, neuroticism), attitude characteristics, learning environment, and language proficiency has more statistic significant with Chinese language learners than English language learners.

H5. Personality traits, attitude characteristics, learning environment, language proficiency and background demographics characteristics has statistic significant with Chinese language learners and English language learners.

3. Research Methodology and Research