Language attitudes and use among Hong Kong and Macau students in mainland Chinese universities: a mixed methods study grounded in social cognitive theory

Abstract

This mixed-methods study examines the language attitudes and use of Hong Kong and Macau students studying in Mainland China, contrasting previous research on Chinese-speaking students in non-Chinese-speaking regions. Grounded in a social cognitive analytical framework, findings indicate that most participants are multilingual, fluent in Cantonese, proficient in Putonghua, and competent in English and ancestral dialects. Their language attitudes and usage shift in response to different linguistic environments. Logistic regression and interview analysis reveal that family, school, and social contexts significantly shape students’ language attitudes. While they acknowledge Putonghua’s growing importance, its instrumental value outweighs its emotional significance. Conversely, Cantonese retains strong emotional value but declining practical utility, whereas English is primarily valued for instrumental purposes. This reflects a hierarchical linguistic landscape where pragmatic needs dictate language use, while cultural identity shapes preferences. The study highlights how students’ adaptation to Mainland linguistic contexts influences their attitudes, reinforcing the dominance of Putonghua in practical domains. Based on these insights, language-related policy recommendations are proposed to support linguistic integration while preserving cultural identities.

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