Acculturation in a poly-social-media context: tertiary-level Chinese-as-an-additional-language (CAL) international students’ perspectives and practices in mainland China

Abstract

ABSTRACT In the ever-evolving landscape of globalisation and technological convergence, social media emerges as a polymedia environment rich in communication opportunities. Against the backdrop of China as an increasingly prominent global player, the above phenomenon is particularly evident among China’s vast and varied international student population. Employing a qualitative approach underpinned by interpretivism, we conducted semi-structured in-depth interviews with 20 tertiary-level Chinese-as-an-additional-language (CAL) international students in emerging adulthood (18-to-29-year-old) to explore their perceptions and practices of acculturation in mainland China. Informed by thematic analysis, we categorised how participants positioned themselves into four groups: experience-oriented students, achievement-tasked students, integration-motivated students, and self-identified ambassador students. Our findings indicate that participants perceive and use home- and Chinese social media within relational nexuses, strategically navigating this integrated mediated environment to facilitate acculturation beyond mere technical considerations. Moreover, our study deepens the debate on acculturation by challenging negative inclinations common to leisure-related products and informal practices in individuals’ acculturation journeys, and this conceptual expansion holds pedagogical promise for strengthening the connection between formal schooling and personalised, adaptive learning in the digital wilds. We conclude by highlighting the role of training and support systems provided by international students’ home countries and host societies in facilitating acculturation.