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

Kenton Cheng Tak Chan; Katja  Lochtman; Xiao Yu

doi:10.54475/jlt.2026.004

Authors

Kenton Cheng Tak Chan Macao University of Tourism https://orcid.org/0009-0002-2092-6153
Katja Lochtman Vrije Universiteit Brussel https://orcid.org/0000-0002-0663-5256
Xiao Yu City University of Macau https://orcid.org/0009-0005-2813-3352

DOI:

https://doi.org/10.54475/jlt.2026.004

Keywords:

acculturation, adaptation, higher education, language, mainland Chinese students

Abstract

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.

Author Biographies

Kenton Cheng Tak Chan, Macao University of Tourism

Kenton Cheng Tak Chan (Corresponding Author) is a lecturer at the Centre for Education Quality Management, Macao University of Tourism. He is pursuing a PhD degree at Vrije Universiteit Brussel. His research interests are intercultural communication, tourism, and education. Email: kenton@utm.edu.mo
Katja Lochtman , Vrije Universiteit Brussel

Katja Lochtman is a professor in German as a foreign language, second language acquisition, foreign language pedagogy, and German linguistics. Her academic research and work focus on understanding how learners acquire the German language, applying linguistic theories to develop effective teaching methodologies, and advancing the overall field of language education. Email: katja.Lochtman@vub.be
Xiao Yu, City University of Macau

XiaoYu Zhang holds a Bachelor’s degree in English from the City University of Macau and is currently pursuing a Master of Arts in English Studies at the University of Hong Kong. Her research interests include TESOL, applied linguistics, sociolinguistics, and cross-cultural studies. She is also deeply passionate about Western modern and contemporary literature, particularly mystery and detective fiction. Email: zhang_xiaoyu0226@163.com

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