INTERCONNECTED FACTORS SHAPING CHINESE AS A FOREIGN LANGUAGE LEARNING: A SYSTEMATIC REVIEW WITH INSIGHTS FROM NIGERIA

Abstract

Foreign language learning is a complex process shaped by multiple interconnected factors spanning cognitive, social, affective, and individual-difference domains. This paper provides a systematic review of five core influencing factors—attitudes, motivation, learning environment, peer influence, and gender—that have been extensively examined in second language acquisition (SLA) research. Drawing on foundational theoretical frameworks and contemporary empirical studies, the review traces the conceptual evolution of each factor, synthesises key findings across diverse learning contexts, and identifies persistent gaps in the literature. Particular attention is paid to the attitudinal and motivational dimensions of Chinese as a Foreign Language (CFL) learning, given the growing global prominence of Chinese Language Education. The paper argues that these five factors operate not in isolation but through complex interactions that vary across learner populations, instructional settings, and target languages. The review concludes with methodological implications for future research and practical recommendations for language educators, particularly those working with adolescent learners in under-researched contexts such as sub-Saharan Africa.