Motivational Reorganization in Online Chinese Learning: A Longitudinal Q Methodology Study of Greek Beginner Learners

ABSTRACT With the expansion of digital education, online Chinese language teaching has grown worldwide, yet learners’ motivational development in European contexts remains underexplored. Grounded in Complex Dynamic Systems Theory and the L2 Motivational Self System, this study employed longitudinal Q methodology to investigate motivational reorganization among 15 Greek beginner learners in a 16‐week online Chinese course. Data were collected through Q sorting at Weeks 2 and 16, supplemented by post‐sorting and retrospective interviews. The analysis identified three dominant motivational trajectories: Vague to Culture‐anchored, Vague to Disengagement, and Career‐anchored instrumental to Instrument–culture integrated, alongside two cross‐dimensional transition cases. Findings show that Sino‐Hellenic resonance emerged as an important contextual source of motivational meaning, encompassing both cultural‐historical affinities and contemporary economic and professional connections. Catalytic, integrative, and attenuating perturbations were associated with different patterns of motivational reorganization. Learners' disciplinary backgrounds and educational levels further influenced their sensitivity to these contextual influences and perturbations. Based on these findings, this study proposes a Sino‐Hellenic Online L2 Chinese Motivational Perturbation–Evolution Model and extends the application of the L2 Motivational Self System to a European online Chinese learning context. It also offers pedagogical implications for culturally resonant and context‐sensitive online Chinese instruction.