Are Chinese Students Studying in North America More Willing to Make Friends with Chinese People due to Language Problems?

Abstract

This work delves into the social interactions of Chinese international students in North America, focusing on the interplay between language proficiency, ingroup bias, and their implications for forging friendships within ethnic communities. The study integrated quantitative and qualitative methodologies, analyzing English proficiency, Big Five Inventory scores, and stress indicators during self-introduction tasks. Initial findings suggest a strong correlation between English proficiency, ingroup bias, and stress levels in self-introduction settings, especially in predominantly non-Chinese audiences. In this work, the potential influence of digital communication platforms like Zoom and inherent biases in self-reported data are also acknowledged as limitations. The research underscores the necessity for higher educational institutions to promote language development and intercultural competence, fostering an inclusive social environment for international students. Through this paper, the author aim to shed light on the complexities of social networking among Chinese international students, offering insights to enhance multicultural understanding and inclusion in academic settings.