1、 Introduction

The importance of self-directed learning ability in second language education was discussed, and it was pointed out that since the 1990s, cultivating self-directed learning ability has become a key topic in international second language education research. Self directed learning is defined as the ability of learners to develop learning plans, use learning strategies, and monitor the learning process based on their own situation. The General Curriculum Outline for International Chinese Language Teaching emphasizes the importance of cultivating self-learning and cooperative learning abilities. With the promotion of international Chinese education, the teaching of Chinese as a second language is gradually shifting towards foreign countries, and overseas learners show a diversified tendency, with significant differences in self-directed learning abilities. The discussion over the past thirty years has shown that the improvement of self-directed learning ability is the result of a combination of internal and external factors, involving non intellectual factors such as learners' internal learning motivation, learning strategies, and learning attitudes, as well as external factors such as teachers, peers, and learning environments. The second language motivation self system and learning strategies have a significant impact on self-directed learning behavior. The quality of classroom environment also affects learners' level of self-directed learning. Researchers believe that language acquisition is a complex dynamic system, and learners themselves are also a dynamic system, with dynamic interactions between internal factors and internal and external environments. Although the exploration of self-directed learning ability in the field of international Chinese education continues to deepen, empirical research is still in the development stage, especially for the study of Chinese self-directed learning ability in non target language environments overseas. This study takes Egyptian Chinese language teaching as an example, aiming to explore the relationship between two language motivation self system, learning strategies, and classroom environment and the autonomous learning ability of Chinese second language learners, and provide reference suggestions for the cultivation of autonomous learning ability of Chinese second language learners in non target language environments.

2、 Research Design

A research design was introduced on the self-directed learning ability of Egyptian Chinese second language learners and its influencing factors. The research subjects are 244 Chinese language learners from Egyptian universities whose native language is Arabic, covering different genders, ages, learning stages, and HSK levels. The research tools include two questionnaire surveys and semi-structured interviews, covering personal information, classroom environment, self-directed learning ability, learning motivation, and learning strategies. The Likert five point scale is used to record scores, and the scale reliability and alpha coefficients of each dimension are high. The interviewees were selected using a stratified purposive sampling method, focusing on their self-directed learning ability and its influencing factors. The data collection used the back translation method to translate the scale, and the paper questionnaire was anonymously filled out, with an effective response rate of 87.14%. Data analysis was conducted using SPSS 24.0 for descriptive analysis, correlation analysis, regression analysis, and mediation analysis, and discussed in conjunction with the interview content.

3、 Research results

Through descriptive analysis, correlation analysis, regression analysis, and mediation effect analysis, this study explores in depth the autonomous learning ability of Egyptian Chinese second language learners and its influencing factors. Research has found that the self-directed learning ability of Egyptian Chinese second language learners is generally above average, with five dimensions of ability ranked from high to low: clarifying teaching requirements, evaluating learning processes, developing learning plans, monitoring the use of learning strategies, and utilizing learning strategies. In terms of influencing factors, the second language motivation self system, learning strategies, and classroom environment are all at an above average level, but the mean values of second language self, memory strategies, and peer academic support are relatively low.

4、 Discussion and Inspiration

In depth discussion on the autonomous learning ability of Egyptian Chinese second language speakers in non target language environments and its influencing factors. Research has found that the development of autonomous learning ability among Egyptian Chinese second language speakers is uneven, especially in the use of learning strategies. Although they can understand the teaching objectives and requirements of teachers, further improvement is needed in monitoring strategies, developing learning plans, and evaluating the learning process. The teaching methods of teachers and students' recognition of teacher authority affect the use of learning strategies, and the efficiency of using learning strategies is limited by the ability to monitor strategies. Compared with other strategies, the compensation strategy and emotional strategy in learning strategies have a lower correlation with self-directed learning ability. Memory strategies, social strategies, and cognitive strategies have significant explanatory power for the overall variation of autonomous learning ability, indicating that learning strategies are crucial for the development of autonomous learning ability.

5、 Conclusion

Summarized the current situation and influencing factors of Egyptian Chinese second language learners' autonomous learning ability in non target language environments. Research has found that Egyptian second language learners perform well in understanding teaching objectives and requirements, but there is room for improvement in using learning strategies, monitoring strategies, developing learning plans, and evaluating the learning process. Memory strategy, social strategy, and cognitive strategy are key predictors of self-directed learning ability, and teacher support has a stronger predictive ability. Learning strategies have a mediating effect between the second language motivation self system and autonomous learning ability. Through interview analysis, this article provides reference suggestions for adult Chinese language teaching in Egypt.