English as a Mediating Language in Chinese Language Learning: Insights from Learners

This study investigates the usefulness of English in learning Chinese based on Saudi CFL learners' perceptions. It also examines the specific ways in which English facilitates their learning and further explores their beliefs about the language. Employing a concurrent embedded mixed-methods survey design, the research involved forty-nine female university CFL learners. The results revealed generally positive attitudes toward English's role in their language acquisition. Although participants were open to using English, they did not consider it essential for achieving Chinese proficiency. Instead, they viewed English as a mediational tool that enhances various aspects of learning such as translating between Arabic and Chinese, accessing educational resources, communicating with faculty members, and supporting metalinguistic awareness and Pinyin acquisition. While learners acknowledged English as a valuable aid when Chinese-language resources were limited, they maintained that direct engagement with Chinese remains fundamental. They demonstrated positive attitudes toward English proficiency in both instrumental and social dimensions, strongly believing that strong English skills broaden academic and career opportunities. These findings can inform language teachers and policy makers by clarifying how English supports CFL learners and guiding evidence-based decisions in language education.