Abstract
This study explores the social indicators that affect the learning experience of international students for language proficiency as well as its relationship with academic performance in higher learning institutions. A total of 20 respondents consisting of international students from various nationalities were interviewed to obtain the required data. The study found that language proficiency was a major barrier to academic and social adjustment of international students with several other academic indicators such as classroom activities, assessment methods, and systems as well as longing and loneliness have influenced their academic performance. Using a qualitative method, this research also found that international students have several initiatives to facilitate adaptation including improving language proficiency, time management, and interaction with other individuals. Thus, studies have shown that there is a correlation between these social indicators with the academic achievement of international students.
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