Rista White, Yue Yu (Elena), Nadia Ruiz, Brianna Sobrero, Ruby Jimenez
The present study investigated whether Chinese international students (CIS) attending the University of California, Los Angeles, with high self-reported English proficiency, experience easier social integration and comfortably form more friendships with domestic students. CISs comprise the largest group of international students at UCLA, and this considerable demographic experiences various unique sociolinguistic challenges while adjusting to American university life. To answer this question, we analyzed 13 questionnaire responses that we received from individuals who identified as CISs attending UCLA. Subsequently, four respondents agreed to interviews where we learned more about their personal experiences. The findings show that greater self-reported English competence among UCLA CISs positively correlates with easier social integration and a wider variety of friendships. Given the growing population and trend of international study, these findings are helpful for the university and student organizations to consider when creating programs to improve the experience of CISs attending UCLA.
Introduction and Background
Recognizing that international students may face more struggles than ordinary American university students is important. International students come to a foreign country on a student visa or permit to pursue education, and the US has many such students (Sin et al., 2021). Our research investigates the relationship between English proficiency and social interactions and the impact of language barriers on CIS’s ability to communicate effectively with peers at UCLA. By understanding these aspects, we hope to shed light on the diverse struggles of CISs and provide insights into how English proficiency can affect their sense of culture and belonging in a foreign country.
Each year, the number of CISs in the United States increases as more students from China come to the U.S. to pursue higher education. These students often find themselves encountering a common barrier: English proficiency. Despite the significant role of English proficiency in social integration, this correlation is often overlooked. Several studies have researched second-language acquisition among international students and how it affects their academic and personal lives in the United States. However, few studies specifically study the direct correlation between proficiency in English as a second language and socialization in American universities, despite its significant influence on academic performance and social integration. Limited proficiency in the host language diminishes students’ satisfaction by impeding their ability to communicate, socialize, and comprehend lectures in academic settings (Campbell & Li, 2008, as cited in Wilczewski & Alon, 2023).
Studies also emphasize that international students are frequently prevented from mingling with American peers because of their limited exposure to American culture and language, leading them to primarily socialize with fellow international students (Liu & Dong, 2019; Moglen, 2017, as cited in Garrison & Chang-Tran, 2023). International students tend to predominantly socialize with peers from their own cultural backgrounds while rarely engaging with domestic individuals or students from different cultural backgrounds, largely due to language barriers (Wang & Zhou, 2021).
In his TedTalk, Miga Xie (2020), recounted that he was told by his mother to stay away from other Chinese children. She believed that the way to get the most out of American education and improve spoken English was by minimizing contact with those of similar backgrounds. Miga explains that he eventually overcame the feeling of assimilating into American student culture and avoiding his culture. Xie understands that most CIS feel more comfortable around people with the same background. Still, because of the unique guidance received from his mother, he suggests that CISs should value their diversity and use it to engage in cross-cultural conversations rather than feeling obligated to socialize exclusively with people who look like them or fully assimilate into American culture.
These studies and stories collectively demonstrate the importance of second-language proficiency in facilitating social interaction with domestic students, as insufficient proficiency often leads international students to socialize within their own international student community. Higher levels of second-language proficiency facilitate more extensive and smoother socialization experiences. While the body of existing studies reinforces our hypothesis, our research narrows its focus to UCLA as the setting and English as the specific second language, with a particular emphasis on CIS. Our study addresses a significant gap in the literature by examining the relationship between English proficiency levels and socialization in American universities.
Methods
We followed a mixed-method research design. Specifically, we utilized the facilitation approach, a process involving two research methods, using one strategy to expand on the results of another strategy (Young, 2015). Beginning with a quantitative method, we created a questionnaire on Google Forms with four sections, two of which were close-ended, to acquire data concerning CIS’s self-reported English proficiency and social connections relating to a sense of belonging. We shared the questionnaire in a group chat for CIS attending UCLA on WeChat, a dominant Chinese messaging application. After receiving 13 responses, we emailed all respondents to schedule an interview, and only four agreed. So, to take a more engaging approach, we followed up with the four people to perform semi-structured interviews. We divided our twelve open-ended interview questions into four sections: Experiences with English and Social Integration, Challenges and Strategies, Social Networks and Sense of Belonging, and Institutional Support and Suggestions.
Data Analysis and Results
Through our close-ended survey responses, the results of one of our questions stood out to us (Figure 1). Most respondents, eight to be exact, said yes to having faced challenges making friends due to language barriers. The eight responses add value to our research, confirming the plausibility of a correlation between English language proficiency and social integration.
Interviews were recorded with participant consent. The interview transcripts were then analyzed using an interpretive analysis approach. This style of interview deconstruction consists of multiple read-throughs of interview transcripts (Hatch, 2002). The first read-throughs emphasized looking for major themes and were carried out individually. We searched for patterns and relationships within these themes on the second read-through. Then, insights were shared with other research group members, and a comparative approach was adopted. Finally, we describe emerging patterns across interviews in short sentences and connect them to supportive excerpts. This left us with bite-sized takeaways supported by evidence that we can easily connect to the preexisting sociolinguistic literature on international students.
The three emerging themes are shown in Figure 2. Theme 1: higher self-reported English proficiency corresponded with having more non-Chinese international student friends. Theme 2: most interviewees wished they had more resources on campus. Lastly, in theme 3, students reported some adversity/awkward situations due to their English proficiency.
Discussion and Conclusions
Three main themes emerged after evaluating the data collected by the survey and interviews. The first theme was that participants with a higher self-reported English proficiency tended to correspond with their response to having more non-Chinese international student friends. Implying that the participants felt that having a more proficient level of English helped them establish connections with non-Chinese individuals. Secondly, most, if not all, interviewees explained they wished there were more resources for them on campus. Some of these resources included the possibility of a mentor or a CIS club. This suggests that there is ample opportunity for UCLA to offer greater support to its international Chinese students and help international students create their own programs based on their needs. The final theme was that all the students reported some adversity or awkward situations resulting from their English proficiency.
While analyzing the data gathered from this study, we kept some important details in mind to help us understand our collection and conclusions. Our survey and interviews were based on self-reported proficiency levels rather than an actual language test, meaning the results are based more on a self-reported confidence level in their proficiency.
While attempting to conduct our interviews to gather more data, we found ourselves with a few limitations. One limitation was the lack of preliminary survey respondents who were willing to participate in a secondary interview. Our goal was to conduct five interviews. We secured three easily, but the other two were more difficult. Another limitation was the time available to explore our research question. With greater time, we could have spent more time collecting and examining more data.
In closing, after we analyzed the personal experiences of CIS at UCLA, we have been able to gather a better understanding of the relationship between English proficiency and the ease of social integration. We completed our research with the takeaway that there is a connection between language proficiency and socialization. Slang and cultural references are common difficulties, even with high fluency, and most people have created ideas on how to improve the international student experience. With future research, larger data samples could reveal more about these connections and other insights. Through the lens of these personal stories, we are not just uncovering challenges but also paving the way for a future where every student’s voice is heard.
References
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