This literature review synthesises existing research on identity development among international students during study abroad (SA) programmes, focusing specifically on studying in China. It explores how language learning and engagement and sociocultural interactions and adjustments influence students' perceptions of identity and their hybrid identities. The review reveals that while SA experiences generally enhance students' linguistic skills, intercultural sensitivity, and sociocultural adaptability, outcomes vary significantly due to factors such as individual personality experiences, motivation, culture, duration of the stay, etc. Existing literature also indicates that adaptation challenges, including stereotypes, academic pressures, and reverse culture shock, critically shape students' identities. Despite extensive research, gaps also remain, particularly regarding detailed, long-term qualitative investigations into students' personal narratives and identity shifts throughout their SA journeys.
Mengke Li (Sat,) studied this question.