Systematic Review of Chinese Language Learning Motivation: Choice, Temporal Changes, and the L2 Chinese Self

The importance of researching the motivation to learn languages other than English has been acknowledged; however, the factors that affect initial and evolving motivation to learn Chinese as a second language (L2) are understudied.This systematic review aimed to understand the choice and sustained motivation, and the role of the L2 self, for learning Mandarin.A total of 53 empirical studies published in English and Chinese between January 2012 and March 2026 were systematically selected for review.Findings revealed there is a consensus that choice motivation is affected by both integrative and instrumental factors; motivational changes are affected by context, phase of learning, and language proficiency; and that a strong ideal L2 self increases motivation.However, there is a lack of research on temporal changes and a lack of theorization of the current L2 Chinese self.According to the findings, we offer recommendations for future research and possible pedagogical implications.