The role of language-related factors in the acculturation of Mainland Chinese students in higher education: A systematic review

This study aims to systematically analyze and explore the role of language-related variables in the acculturation of mainland Chinese students in higher education settings abroad and in Hong Kong and Macao S.A.R. Recently, there has been a growing interest in research examining the interplay between language-related factors and acculturation across different regional and international contexts. Scholarly literature, including journal articles, conference proceedings, and book chapters, published from January 2019 to December 2023, was collected through a thorough search of the Web of Science Core Collection and Scopus databases, resulting in an initial sample of N=785. Among them, 16 documents met the rigorous inclusion and exclusion criteria and were included in the final review pool. The findings reveal that language-related variables extend far beyond basic proficiency, encompassing a multidimensional interplay of objective linguistic metrics, practical communication barriers, psycholinguistic states, and sociolinguistic dynamics. While foreign and regional language proficiencies are critical, students frequently face obstacles such as unfamiliar accents and the gap between formal and informal speech. Furthermore, psycholinguistic factors like language anxiety and willingness to communicate, alongside sociolinguistic elements like perceived discrimination and locals’ communication accommodation, profoundly shape students’ academic success, sociocultural integration, and psychological well-being. To navigate these challenges, students employ coping strategies such as adopting English names and consuming host-culture media. By understanding these multifaceted variables, host institutions can move beyond traditional language instruction to develop holistic interventions, such as tandem learning and regional language support, thereby facilitating better cross-cultural adaptation.