Motivation and Speaking Strategy Use among Chinese International Students in the UK: A Dynamic Perspective

Abstract

This study adopts a narrative review approach to systematically explore the relevant research on the second language learning motivation and oral strategy use of Chinese students studying in the UK from a dynamic perspective. Current research indicates that second language learning motivation is not a stable individual trait but is a dynamic system that continuously evolves in the context of academic situations, social interactions, and identity construction. Additionally, oral learning strategies have shifted from formalized strategies focused on accuracy to more flexible and communicative ones. Furthermore, there is an interactional relationship between motivation and strategy use, forming a collaborative evolutionary mechanism: Motivation influences the selection and persistence of strategies, while effective strategy use, through positive feedback, reinforces learning motivation. Moreover, situational factors such as social networks, institutional environments, and cross-cultural experiences play important mediating roles in this process. This study integrates psychological, behavioral, and sociocultural perspectives to deepen the understanding of second language development in the context of studying abroad and points out that current research still lacks longitudinal tracking and the application of mixed methods, providing references for future research and teaching practice.