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Motivation among students has long been a central focus in educational research and is widely acknowledged as a fundamental element of teaching and learning (Ferlazzo, 2013). Prior investigations have consistently demonstrated a strong positive link between students' motivation and their academic achievements, both in traditional higher education settings and within online learning platforms (Steinmayr et al., 2019; Ferrer et al., 2022). Significantly, motivation has emerged as a critical determinant of success in foreign language acquisition (Gardner, 2010). This paper presents a study that examines the motivation levels of CFL (Chinese as a foreign language) students who engaged in distance education at a Swedish university. 

One of the main objectives of this study is to explore the complexities of student motivation, with a specific emphasis on understanding the unique contributions of intrinsic and extrinsic motivation in the context of CFL. Intrinsic motivation refers to the internal drive to engage in behaviors for the inherent pleasure, satisfaction, or excitement they provide, while extrinsic motivation involves seeking outcomes that are separate from the inherent satisfaction of the behavior itself (Ryan & Deci, 2017). Another objective is to investigate the correlation between students’ motivation and their academic achievements in the context of distance CFL education. Various types of motivation may have differing impacts: intrinsic motivation is correlated with student success and overall well-being, while extrinsic motivation is strongly linked to persistence and academic performance. However, there is limited research conducted on CFL students in the Nordic region, especially within an online learning context.

The Chinese Department at Dalarna University has accumulated nearly 15 years of experience in offering Chinese courses in the form of web-based online education. The department offers a full range of Chinese courses, ranging from beginner levels to bachelor thesis courses. This study utilizes a quantitative research approach, employing an online survey to gather data from the current cohort of 150 students. We anticipate that approximately 50 students will complete the survey. Statistical analyses will be employed to analyze the collected data. The findings from this study will contribute to a broader understanding of the dynamics of motivation among students learning Chinese as a foreign language. With an optimistic outlook, we also aim to offer practical recommendations for CFL teachers to enhance student motivation and develop interventions and instructional strategies aimed at fostering a more conducive learning environment for distance CFL learners.