Asian international students at an Australian University: mapping the paths between integrative motivation, competence in L2 communication, cross-cultural adaptation and persistence with structural equation modelling

Abstract

This study examined the interrelationships of integrative motivation, competence in second language (L2) communication, sociocultural adaptation, academic adaptation and persistence of international students at an Australian university. Structural equation modelling demonstrated that the integrative motivation of international students has a significant effect on competence in L2 communication, which played an influential role in predicting academic adaptation. Academic adaptation, which has been neglected in the literature on intercultural communication and second language acquisition, was itself identified as a major predictor of the sociocultural adaptation and persistence of international students. Implications for curriculum design and instructional practice on international students are discussed.

Keywords:

• integrative motivation
• competence in L2 communication
• academic adaptation
• sociocultural adaptation
• persistence
• structural equation modelling

Notes

1. Tertiary type A programmes are designed to provide sufficient qualifications for entry into advanced research programmes and professions with high-skill requirements, such as medicine, dentistry, or architecture. Programmes have a minimum cumulative duration of three years full-time equivalent, although they typically last four or more years (OECD 2010).