Game of cultures : cross-cultural adaptation of Chinese international students at one Australian university

Abstract

This thesis will explore the multi-faceted aspects of Chinese students’ adjustment to the Australian academic and sociocultural framework. The main objective is to examine what factors (and potential roadblocks) influence their cross-cultural adjustment; changes to their second language motivation; changes to their self-identity, as well as analysis of their lifestyle habitus and intercultural exchanges with native and non-native speakers of English. We will investigate diverse theories involving cross-cultural adaptation, second language motivation and social class theory, such as the U-curve hypothesis; Ting-Toomey’s Identity Negotiation theory; Hofstede’s Cultural Dimension theory; Kim’s Cross-cultural Adaptation and Communication theory; Dornyei’s L2 motivational self system; Gardner’s socioeducational model, and Bourdieu’s theory regarding social stratification and habitus – to determine how the theoretical projections are compared with the findings from this study. A mixed methods analysis is incorporated for this research project, where the quantitative analysis, comprising of 133 participants from all disciplines undertaking foundational, undergraduate and postgraduate studies, will take a statistcal snapshot (from an online questionaire) of cohort perceptions of the cross-cultural adaption experiences. The qualitative analysis will comprise of interviews, reflective journaling and personality tests from 15 participants (recruited separately from the quantitative survey study) will provide insights of their first three months of their academic and sociocultural journey in an Australian context. The thematic analysis from the qualitative study is then triangulated against the findings of the quantitative analysis for comparison. Findings from this study reveal that while language competency is an important factor, it is also intertwined with their academic adjustment and affective welfare to determine the efficacy of the cross-cultural adjustment. Also, their motivation for their second language learning and self-identity outlook does undergo some form of integrative change, which while they do not necessarily feel those changes does nevertheless occur. These changes, mostly occurring through chaotic happenstance, does provide a desire for resilience and empowerment, which supports their self-confidence. Also, these changes occur despite the sociocultural gaps between Chinese students and other interlocutors – whether they be Anglo-Saxon Australians, Australians from other ethnic heritage, or other international sojourners. It is recommended that Australian universities and government departments adopt a highly focused intercultural mindset, as this approach will provide tangible benefitsto both domestic and international students, and improve the quality of international higher education in Australia.

Date of Award	2023
Original language	English