Page 118 - Movers, Shapers, and Everything in Between: Influencers of the International Student Experience

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Chapter 6
language skills may be of critical importance. Social integration was found to be lower for Chinese and South Korean students than for Indian students. Again, this could be due in part to language proficiency, which limits interaction and thus the development of friendships. Previous research has shown that there is a relationship between English proficiency and relationships with native students (Barratt & Huba, 1994) and that English proficiency may be a predictor of adjustment (Poyrazli et al., 2002). Smith & Khawaja (2011) point out that “cultural norms, language barriers, and the nature of friendships in the host country may also impede international students’ ability to establish friendships, and thus contribute to their feelings of loneliness” (p. 703). This underscores that the “cultural distance” between the student’s home country and the country in which they are studying can play a predictive role in their integration and satisfaction.
Both social and academic integration were found to be important components of student satisfaction. However, academic integration played a stronger role and explained 12.7% of the variance in satisfaction, while social integration explained 6.9% of the variation in satisfaction. The higher importance of academic integration could be related to how much the student has invested. If they do well academically, they may be more satisfied with their experience because they receive recognition from those who support them at home and feel that their experience is worthwhile. Previous studies have also found that while interaction between international students and domestic students has benefits and increased satisfaction, the extent of this interaction is often limited (Zhao et al., 2005; Ammigan & Jones, 2018), suggesting that other factors are also at play.
There is also evidence that lack of English proficiency contributes to academic difficulties. Research has shown a relationship between a student’s English proficiency and academic achievement (Poyrazli et al., 2001, Poyrazli & Kavanaugh, 2006; Andrade, 2006). Specifically, the inability to communicate effectively with professors and classmates, understand expectations, and complete assignments and exams leads to poorer academic performance (Chen, 1999; Mori, 2000). English is