A Study on the Cross-cultural Academic Adaptation of Southeast Asian Students Pursuing a Master’s Degree in Teaching Chinese as a Second Language in China

Abstract

Amid accelerating globalization, the issue of cross-cultural academic adaptation among Southeast Asian students pursuing a master’s degree in Teaching Chinese as a Second Language in China has intensified. However, current research has insufficiently considered diverse factors affecting academic adaptation. This study employed questionnaires and interviews to analyze the academic adaptation of 83 Southeast Asian students in China, using SPSS24.0 and the Random Forest algorithm to examine six dimensions: study motivation, study attitudes, academic competence, academic self-efficacy, study mode, and academic environment. Results reveal their strong study motivation, particular value on degree and academic achievements, and generally positive study attitudes. Despite their confidence and capabilities in comprehending course content and conducting academic research, there remains room for improvement in independent assignment completion and participation in academic exchanges. Most students rate their academic self-efficacy positively. Though generally satisfied with the teaching approaches and materials, some struggle with the course and examination adaption. Feedback on the academic environment and institutional resources is generally positive. The feature importance analysis highlights study motivation, academic environment, and study attitude as pivotal in Chinese language acquisition. This study offers insights for schools and teachers to enhance international students’ cross-cultural academic adaptability and improve teaching and educational management.