The Role of Cross-Cultural Communication in the Adaptation Process of Participants in the 2024 Mulawarman University Indonesian International Student Mobility Awards
Jul 2026· Jurnal Indonesia Sosial Sains· Vol 7, pp. 3358-3372· 0 citations· 18 references
Abstract
The increasing participation of students in international mobility programs has created new challenges related to cross-cultural adaptation, particularly in communication processes within unfamiliar cultural environments. The Indonesian International Student Mobility Awards (IISMA) program provides opportunities for students to gain global academic experiences; however, differences in language, cultural values, communication patterns, and social norms may influence their adaptation processes. This study aimed to analyze the role of cross-cultural communication in the adaptation process of 2024 IISMA participants from Mulawarman University based on Young Yun Kim’s Integrative Communication Theory. This research employed a qualitative case study approach. Data were collected through in-depth interviews, observations, and literature reviews, while data analysis followed the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing/verification. The findings indicated that cross-cultural communication played a significant role in supporting students’ adaptation through six dimensions: host social communication, ethnic social communication, personal communication, environmental factors, predisposing factors, and cross-cultural transformation. Interactions with host communities and exposure to local media enhanced cultural understanding, while communication barriers and cultural differences initially generated stress during the adaptation process. Nevertheless, continuous interaction enabled students to develop communication competence, cultural awareness, and a cross-cultural identity. This study concluded that effective cross-cultural communication facilitated the transition from stress to adaptation and personal growth, enabling international students to successfully integrate into new cultural environments.
This study explores the challenges and cross-cultural adaptation experiences of international students at International Islamic University Malaysia. Guided by Cross-Cultural Adaptation Theory, the study examines the challenges encountered by international students, their effects on academic performance, and the coping strategies employed during the adaptation process. A qualitative phenomenological approach was adopted, and data were collected through focus group discussions and semi-structured interviews involving 20 undergraduate international students from diverse cultural backgrounds. The data were analysed thematically to identify recurring patterns and meanings. The findings reveal that international students experience multiple challenges, including language barriers, academic difficulties, discrimination, financial constraints, and cultural differences, which contribute to acculturative stress and negatively influence academic performance, particularly during the initial stage of adaptation. Despite these challenges, students gradually developed adaptive coping mechanisms through self-regulation, social support, and the use of social media platforms. The study concludes that cross-cultural adaptation is a dynamic and continuous process influenced by both individual resilience and contextual support systems. The findings highlight the importance of institutional support in facilitating international students’ adaptation and enhancing their academic success in higher education institutions.
Ramasa Varity· Journal of Education, Social...· 0 citations
Under the background of globalization, the transnational mobility of students has significantly increased, and cross-cultural study has become one of the most important formation parts of higher education. However, the cultural conflicts arising from cultural differences exert a considerable influence on international students’ class participation and academic performance. Existing research rarely conducts a systematic analysis of the factors influencing students’ learning outcomes throughout the entire learning process. To address this, this article will use literature review approach, and combine research from cross-cultural education and the learning sciences. It will discuss the effects of cultural conflict on the class participation in the following four dimensions: power distance, language anxiety, learning modes, and social networks. In addition, it shall examine their extensions to the route of academic delivery. The study results in that the key mediator between the cultural conflict and academic results is the participation during the classes, resource conditions, and adaptive strategies introduce significant moderating factors into the said association. This paper proposes that the variation in academic achievement among international students ought not to be merely explained in individualistic terms, and they must be interpreted in the multidimensional framework by taking into account the cultural backgrounds and resource availability.
Chen-Rui Qian· SHS Web of Conferences· 0 citations
The rapid expansion of digital media has reshaped fundamentally contemporary communication practices, particularly among university students. Drawing on Henry Jenkins’ theory of convergence culture, this study conceptualises online communication as a form of participatory cultural practice among students at Vietnam National University – Ho Chi Minh City. Using a cross-sectional survey of 538 students across seven member universities, the study examines patterns of media convergence, content creation, online community participation, and collective knowledge-sharing. The findings indicate that students actively engage in multi-platform communication and content production, reflecting a convergence-driven media environment. Online communities function as key sites of participatory culture, facilitating collective meaning-making, peer-based support, and informal learning, while also generating normative pressures and ambivalent experiences. By framing online communication as participatory culture rather than passive media use, this study extends Jenkins’ theoretical framework to a non-Western higher education context and contributes to cultural studies on youth digital practices in Southeast Asia.
This study examined the cognitive orientation of international students at the University of Namibia main campus in Windhoek, focusing on cultural identity, cultural adaptation and adaptation to university life. Guided by Bandura’s Social Learning Theory and the conceptual model of international student adjustment, adaptation was explored as three interrelated processes influencing the success of an international student in a foreign country. A qualitative research design was employed, using semi-structured interviews with 12 international students. The study revealed three main themes: (1) cultural identity, (2) cultural adaptation, and (3) adaptation to university life. Cultural identity was found to carry connotative meanings shaped by geographical influences. Adjustment emerged as a complex process affected by multiple factors, with successful adaptation closely linked to societal support from nationals, institutional structures, and networks with fellow international students. It is recommended that higher education institutions develop tailored programmes and processes responsive to their specific contexts and student populations. Such initiatives should facilitate smoother cultural adaptation and university adjustment while preserving students’ cultural identities, as these are critical factors for the academic success of international students.
Dalitso Mzunga, C. Hlatywayo, M. Mpofu· Journal of Student Affairs i...· 0 citations
This study investigates students’ perceived development of sociolinguistic competence following their participation in an extracurricular intercultural online exchange. The study employed an explanatory sequential mixed-methods approach with 198 first-year English majors at the A2 level according to the Common European Framework of Reference for Languages (CEFR) who were enrolled in Essential Listening and Speaking and Introduction to the English Language courses at a university in Vietnam. The 12-week exchange program was conducted in parallel to formal coursework. The researchers collected quantitative data through a five-point Likert-scale questionnaire measuring pragmatic awareness, communicative appropriateness, politeness strategies, and cultural sensitivity. The researchers conducted descriptive statistics, reliability analysis, a one-sample t-test, and Pearson correlations using the Statistical Package for the Social Sciences (SPSS). Results indicated that the overall post-exchange perception score was significantly higher than the neutral midpoint (p < .001), with cultural sensitivity receiving the highest rating. Correlation analysis revealed moderate positive relationships among the four dimensions. To elaborate on these findings, the researchers conducted semi-structured interviews with 15 participants. Thematic analysis indicated increased awareness of sociocultural norms, perceived improvement in pragmatic adjustment, and enhanced communicative confidence. Overall, the findings suggest that scaffolded extracurricular virtual exchange may support early-stage sociolinguistic development among lower-proficiency English as a Foreign Language (EFL) learners. By focusing on lower-proficiency English majors in the Vietnamese higher education context, this study addresses the limited empirical evidence on how scaffolded intercultural online exchange supports sociolinguistic development and offers pedagogical implications for integrating virtual exchange into EFL speaking instruction.
Huynh Thi Bich Phuong, Tran Thanh Du, Nguyen Huu The· Arab World English Journal· 0 citations
The multicultural work environment in English language education institutions creates complex communication dynamics, especially when teachers from different cultural backgrounds interact within the same workplace. This study aims to explore intercultural communication gaps between local and international teachers, as well as how they maintain their face (self-image) at English First Kayoon Surabaya. The research adopts a qualitative approach with a phenomenological method and constructivist paradigm. Data collection is carried out through semi-structured in-depth interviews, observation, and documentation involving four informants (two local teachers and two international teachers). Data analysis uses the interactive model of Miles, Huberman, and Saldana. The findings show that communication gaps manifest in differences in speaking styles, language use, and social distance between the two groups. When facing such cross-cultural situations, local teachers tend to use avoiding and accommodating strategies, while compromising strategies emerge in long-term interactions. This study expands the application of Stella Ting-Toomey’s Face Negotiation Theory within the context of multicultural language education institutions in Indonesia.
Yesica Elviana S, Merry Fridha Tri Palupi, T. Sadono· International journal of res...· 0 citations