Language and Interaction Adjustment of Chinese Students In Thai Living and Learning Environment

Abstract

The current study is then to investigate the difficulties in the process of adjustment of Chinese students to the Thai learning environment, and to explore the predictors for their language and interaction adjustment as well as the strategies they use in coping with Thai and English inefficiency and interacting with Thai people. A total of 250 Assumption University students in Thailand participated by responding to a questionnaire developed to meet the objectives of the study. The results of this study suggest that Chinese students have moderate language learning and interaction adjustment, while the variables covered in language adjustment have no significant effects on their language adjustment. Thai and English language proficiency is not found to contribute significantly to the language adjustment. Chinese students are fairly satisfied with their interaction with Thai nations. Cultural identification with the host, perceived personal similarities, positive expectations, and quality of contact with the host, attitude of the host and host receptivity variables contribute greatly to Chinese students’ interaction adjustment in Thai learning environment. A multiple regression test shows perceived similarities and attitude of the host toward Chinese students have the strongest predictive power for their interaction adjustment. Demographic variables have some predictive power for Chinese students’ adjustment. Female students have less difficulty in Language adjustment and interaction adjustment, indicating female less adjusted to the Thai learning environment. It is also found that the older students are, the less they adjust in learning and interacting with Thai. Length of stay in Thailand has significant impact on their adjustment and amount or kinds of difficulty they experience in Thai learning environment. In coping with Thai language inefficiency, most preferred strategy is to look up in the dictionary followed by avoidance of the topic, co-national help and using English. In terms of interpersonal interaction, the majority of the Chinese students choose to stay with their co-nationals. The rest three strategies in order of frequencies are sharing, support and initiative. Recommendations for Thai School educators and administrators and suggestions for further research on this topic are also discussed. Future research should extend the range of nationalities of international students in Thai higher institutions to generalize more common factors and predictors for their successful adjustment, to explore and classify the causes for their experienced difficulties in adjustment and longitudinal research is recommended for future research which allows observing the adjustment process over time.