Page 130 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience

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Chapter 6
This research also has implications for the role of language proficiency in promoting integration. The studies in this paper focused on international students studying in English-speaking countries. The finding that students from China and South Korea had lower levels of integration than students from India may be in part an effect of language familiarity. Previous research demonstrates that language proficiency and confidence influence cultural acclimation (Noels, Pon, & Clément, 1996; Furnam & Li, 1993; Miliszewska & Sztendur, 2012; Clark, Baker, & Li, 2007; Wu, Hammond, & Barnes, 2009) and that language barriers are one of the main sources of stress for international students (Smith & Khawaja, 2011). Providing structured language support inside and outside the classroom can help international students integrate academically and socially.
Integration is influenced by the differences between the home and host countries in terms of culture and pedagogical style. For example, students from China and South Korea, both of which are strongly collectivistic cultures, may face challenges in acclimating to the individualistic cultures of the US, UK, and Australia that international students from other individualistic cultures do not (Furnham & Li, 1993; Ahn & Class, 2011). Previous research has shown that Asian international students have difficulty forming friendships with students from Western cultures such as the US, UK, and Australia due in part to the clash of collectivist and individualist ideals (Smith & Khawaja, 2011; Han et al., 2013). Further complicating the issue is that collectivist cultures tend to emphasize interdependence and relatedness, whereas Western cultures tend to emphasize assertiveness and self- sufficiency (Yeh & Inose, 2003; Hofstede, 1980).
International students may have strong international networks that domestic students do not, which affects their integration efforts. In addition, perceived prejudice or discrimination against international students may discourage them from participating in campus life. (Streeter, 2011). While advising and academic services are effective in helping students improve their academic outcomes and satisfaction with their experiences (Davis & Cooper, 2001; Ammigan & Jones, 2018), research by Simpson and Tan (2009) shows that East Asian students