Predicting roles of linguistic confidence, integrative motivation and second language proficiency on cross-cultural adaptation

Abstract

This paper reported on the results of a questionnaire survey conducted with 198 Mainland Chinese international students across five different faculties in an Australian university studying for their bachelor, master and doctorate degrees. This research investigated the predicting effects of linguistic confidence in a second language (L2), integrative motivation and L2 proficiency on cross-cultural adaptation of Mainland Chinese international students in Australia. Results indicated that linguistic confidence in L2 was particularly important and L2 proficiency and integrative motivation were additionally important for both socio-cultural and academic adaptation for Mainland Chinese international students. In addition, differences in major study variables between faculties were examined and results indicated that students from the Faculty of Engineering and Information and those from the Faculty of Economics and Business respectively reported the highest and the lowest level of linguistic confidence, L2 proficiency and socio-cultural adaptation among the five faculties sampled. Implications to host institutions, host faculties, international students and future research were also considered in the paper.