This thesis explores the differences between university students and independent learners in studying Chinese as a foreign language. It compares their use of language learning strategies, motivation, language proficiency, and learning experiences. While previous research has largely focused on learners of English and formal education, studies on Chinese language learners, especially those learning independently, remain limited. In today’s digital age, where learning resources and access to native speakers are increasingly available, understanding the role of informal and independent learning is becoming increasingly relevant. The theoretical part outlines key theories on second language acquisition, language learning strategies (with a focus on Oxford’s SILL), and Dörnyei’s L2MSS. The empirical part is based on two online surveys: one for independent learners and one for Sinology students at the University of Ljubljana. Results show that independent learners tend to rely more on input-based strategies and report greater satisfaction with their learning experience as well as a weaker ought-to L2 self, while university students demonstrate stronger ideal L2 selves and higher intended learning efforts. The findings highlight distinct strengths and challenges in both learning approaches and suggest that formal education could benefit from more self-directed, input-rich learning practices.
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