Data for MGA and IPMA among CFL learners

This study is one of the first to conduct a comprehensive Multi-Group Analysis (MGA) and Importance-Performance Map Analysis (IPMA) within the context of Chinese as a Foreign Language (CFL) instruction. This study used Partial Least Squares Structural Equation Modeling (PLS-SEM), combined with MGA and IPMA, to investigate the mechanisms by which task orientation and student cohesiveness influence CFL learners’ self-confidence, enjoyment, and Willingness to Communicate (WTC), as well as the cross-group differences in these mechanisms. Based on data from 210 CFL learners in Shandong Province, the study found that (1) task orientation and student cohesiveness have significantly predict each of the target variables; (2) the model has strong multi-group stability across gender, student status, and Chinese language proficiency subgroups, while significant variability exists among subgroups based on native language and residential type; and (3) the IPMA identifies three typical learner group types and accordingly proposes differentiated CFL teaching improvement strategies. The study not only reveals the mechanism through which classroom micro-behavioral factors affect CFL learners self-confidence, enjoyment, and WTC in a target-language environment, but also provides theoretical support and practical guidance for enhancing the precision and diversification of CFL teaching strategies.