The role of social network sites during international students’ acculturation period
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Katherine Heaphy 300145628 Katherine Heaphy 300145628 EDUC 504 Trimester 3 The role of social network sites during international students’ acculturation period. Introduction Ngai (2019) stated “social media is a window to diversity” (p. 448). This literature review aims to investigate the role of social media or social network sites (SNS) during international students’ acculturation period. SNS are proved to be more popular among young adults (Rahman, 2014). This makes the exploration of their role in international students’ lives an appropriate area of study. SNS are popular in most countries around the world, particularly Facebook, Skype, Whatsapp, Google+, QQ and Wechat. They enable effective communication, (Ngai, 2019), across a range of geographical, time and cultural constraints. A number of researchers ultimately rate Facebook as the top-rated SNS world-wide (Rahman, 2014; Ngai, 2019). Acculturation has been defined as “the dual process of cultural and psychological change that takes place as a result of contact between two or more cultural groups and their individual members” (Berry, 2005, p. 698 as cited in Smith & Khawaja, 2011). This definition has been used in the current literature review as it encompasses the processes of the individual and associated cultures. Ngai (2019) states that information obtained through SNS use will not automatically make people “transnationally competent” (p. 435). However, SNS use may assist in the development of acculturation as long as individuals take responsibility (Ngai, 2019). Therefore this study seeks to identify the role that SNS can play during international students’ acculturation period. This literature review investigated five journal articles to determine the role of SNS during international students’ acculturation period. The methodology will be first be discussed followed by a discussion of the themes. Debates on the role of SNS and considerations for future research are then identified. 1 Katherine Heaphy 300145628 Methodology The author of the literature review used Te Waharoa (Victoria University Library’s online search database), PsycINFO and Google Scholar to search for relevant articles. The search terms ‘international students’ ‘social network sites’ ‘media’ and ‘acculturation’ were used. The search was narrowed down by publication date (2014-2019), scholarly journals, full text, peer reviewed, Article and English. The titles and abstracts were scanned to exclude metaanalyses, reviews, reports and those that did not contain information about international students AND social network sites (SNS). Eighteen articles were identified and then were narrowed down further by scanning for evidence that helps to answer the research question. Due to the size of this assignment only five articles were chosen to review. These articles included studies that investigated international students’ use of SNS and technologically mediated communication for different purposes. The five articles were chosen based on their ability to provide valid evidence of the differing roles that SNS have during international students’ acculturation period. The studies have also been implemented in a number of countries including: America, New Zealand and Singapore, as well as a study whose participants were part of study abroad programmes around the world. Articles were identified based on recent publication. This was due to continual evolution of SNS and the internet. Recent studies provide the most up-to-date information and statistics and is more readily applied to the current situation regarding SNS’ influences on international students. Due to this, the literature review has included only recently published articles within the last five years (2014-2019). The following themes were identified during the literature review: communication, cultural identity, source of information and language learning. The theme of communication was further broken down into sub-themes of ‘family and friends from home country’, ‘conationals, locals and friends in host country’ and ‘types of SNS used for communication’. Themes Communication Family and friends from home country 2 Katherine Heaphy 300145628 SNS helps to facilitate communication with students’ family and friends in their home country (Li & Peng, 2019). Social media platforms support existing social links in the students’ home country (Li & Peng, 2019) as they are able to effectively communicate across a distance. This perceivable distance can be shortened with the use of SNS (Sandel, 2014). These findings demonstrate that international students are able to use SNS to effectively communicate with significant people at home. The distance between home and host country can be ‘shortened’ in that it allows students to feel ‘closer’ to home as they are able to immediately contact family and friends and need be. This has been demonstrated by researchers to be an important part of the acculturation period for international students. It is commonly believed that family are friends are able to provide support and therefore reduce risks that are produced by the new environment (Li & Peng, 2019). Family and friends at home provided international students with emotional support (Li & Peng, 2019) and socioeconomic nourishment (Lim & Pham, 2016). It has also been identified that contact with home family and friends can relieve stress and raise students’ moods (Sandel, 2014). SNS play an important role in international students’ levels of stress, emotions and well-being during their acculturation period. It provides the students with the ability to access immediate support when needed. International students also use SNS to keep in touch and share information with important people at home (Sandel, 2014). Students perceived that sharing information with family at home helped to lessen parents’ anxiety (Sandel, 2014). Parents would understandably be worried and constantly thinking about their child who is living in another country, even another part of the world. Therefore the benefit of using SNS to keep in constant contact may alleviate these feelings of separation and concern by family members in the home country. Co-nationals, locals and friends in host country SNS help to build new social ties in the host country (Li & Peng, 2019). It provides a way for international students to communicate informally with locals (Li & Peng, 2019) in their own space without the pressure of outside influences such as academic and societal constraints. Li & Peng (2019) claim that the use of SNS provide a “common ground” for face-to-face interactions in the future because they can act as a clear pathway to making connections (Li & Peng, 2019). This “common ground” allows students to communicate about familiar aspects of life that they can create friendships with and continue in future face-to-face 3 Katherine Heaphy 300145628 interactions. Researchers have found that international students who form friendships/relationships with locals from the host country are more likely to have a successful acculturation period (see Hendrickson, 2018, for an investigation on this topic). Some students may find it more beneficial for international students to interact with host nationals on SNS first in order to break the cross-cultural barrier (Li & Peng, 2019). In Lim & Pham (2016)’s study, they found that students used SNS prior to arriving in the host country to make contact with co-nationals. This provided them with an instant social network upon arrival in the host country that helped with information, support and assurance (Lim & Pham, 2016). However, this also created a ‘silo’ effect of co-nationals which created less time spent interacting with locals (Lim & Pham, 2016). Communication with co-nationals through SNS help international students both emotionally and academically during the acculturation period (Lim & Pham, 2016). Lim & Pham (2016) identified a study by Cao and Zhang (2012) that indicated Chinese students in New Zealand used QQ (a SNS) to interact with peers and discuss assignments. Lee, Kim, Lee and Kim (2012, as cited in Sandel, 2014) further suggest that Facebook acts as a ‘stress-coping’ tool that enables students to share feelings and provide and receive social support with other international students. These interactions enabled international students to feel supported by their peers and reassured as they were able to directly access information when needed. Previous studies have determined that intercultural friendships also help to reduce prejudice and anxiety and improve empathy in interactions with others (Ngai, 2019). Participants in Ngai (2019)’s study agreed that SNS allows students to talk with and understand people of different cultural backgrounds. This SNS use encourages a sense of community within international students (Ngai, 2019). Students who use SNS to interact with others in both home and host countries experience less acculturative stress and have an improved psychological well-being (Lim & Pham, 2016). Ngai (2019) also claims that SNS benefit both people in the host country and those who are establishing themselves in a foreign country. SNS enables international students to feel a sense of belonging, supported and reassured and encourages effective communication with local peers which positively influences their acculturation period. 4 Katherine Heaphy 300145628 Types of SNS used for Communication Interestingly the studies reviewed showed that students used different types of SNS to communicate with family and friends at home and those in their host country. Li & Peng (2019)’s participants in their study indicated that calls and texts were reserved for use with family and home friends for intimate and personal interactions. In comparison Lim & Pham (2016) found that students used Skype to communicate with parents and Facebook for interactions with friends at home (Lim & Pham, 2016). Sandel (2014) also identified that students preferred the use of Skype for communication with family and close friends. In terms of interactions with people in the host country Li & Peng (2019) and Sandel (2014) found that international students in America and ‘abroad’, respectively, used Facebook for casual communication with friends in the host country. In contrast Lim & Pham (2016) found that Whatsapp was used to communicate with local friends (Vietnamese and Indonesian international students in Singapore). These differences in type of SNS use may be influenced by the growing and evolving status of SNS. Although the journal articles that were investigated are only up to five years old, SNS are continually evolving and adapting to societal changes and this may be reflected in the students’ use during each study. The contrasting use of types of SNS may be due to the way, purpose and extent to which they are being used (this is discussed further in Debates). Cultural Identity Students are able to gain inspiration from different sources using SNS as they help people to understand and appreciate other cultures and people (Ngai, 2019). Concurrently SNS aid the development of international students’ cultural and ethnic identity (Ngai, 2019). In particular, Sandel (2014) identified that Facebook helps to maintain the students’ own cultural identity. International students are able to more strongly identify with their own culture as they explore other cultures and interact with different people from all over the world. Students are also more likely to identify with their home cultures with SNS use (Cemalcilar et al., 2015 as cited in Lim & Pham, 2016). The use of SNS, as discussed above, improves communication with people at home which helps to reinforce students’ own cultural identity as they can have constant reminders from home. Source of Information 5 Katherine Heaphy 300145628 International students use SNS to find information (Li & Peng, 2019). This information can help to support their acculturation period in a number of ways. Students learn about online groups, local events and local attitudes and therefore prepare themselves for future interactions (Lim & Pham, 2016). Ngai (2019) suggests that SNS support students with the skills and knowledge to adapt in different cultural environments as they provide information to learn different cultures’ opinions and ideas, as well as local people’s values, beliefs and attitudes (Ngai, 2019). This helps to teach and increase student awareness of the diversity in their host country (Ngai, 2019). SNS provide the ability to learn about the world from different angles (Lim & Pham, 2016). Participants in Lim & Pham (2016)’s study indicated that they had to deal with negative views of migrant students online. The students used SNS to learn about and understand different perspectives and to better understand the host country (Lim & Pham, 2016). Rahman (2014) found international students in New Zealand used SNS to find information on employment and news updates. They also used social media to communicate with their classmates about assignments, course topics and to share useful information (Rahman, 2014). Educators also use SNS as a tool to support students’ knowledge, social interactions and sense of community (Ngai, 2019). SNS were used by international students as a source of information for a range of situations which determines that they can provide assistance during the acculturation period. Language Learning Sandel (2014) argues that language learning in the host country is negatively affected by students’s use of SNS because they communicate often in their native language with people in their home country. In contrast, Ngai (2019) argues that SNS helps international students with their English competency and other language learning. She further argues that her participants were comfortable using Facebook for communication and they never mentioned a language barrier with its use (Ngai, 2019). Her study confirmed that the participants used mostly English to interact with others on Facebook (Ngai, 2019). Ngai (2019) also identifies 6 Katherine Heaphy 300145628 SNS as a pleasant space for students to practice their English communication with people from different cultures. Though it can yet not be definitively determined how much language is learnt and acquired from the use of SNS, it is evident that SNS use does play a role in the development of language competency. It would be beneficial for future research to explore international students’ language acquisition with the use of SNS and how much of an impact it has on students’ acculturation. Debates How, why and what SNS is used It needs to be noted that the results of studies involving SNS are dependent on the people international students engage with and their extent to which they are able to provide support (Li & Peng, 2019). Studies investigating SNS use also need to be aware of student preference of certain SNS, who they communicate with (Rahman, 2014) and their purpose for the use of SNS (Ngai, 2019). Face-to-face interactions Li & Peng (2019) found that SNS did not provide the same support from local co-nationals as face-to-face interactions did. Ngai (2019) also identifies that face-to-face interactions are still necessary to assist in the development of students’ acculturation. However, Rahman (2014) and Ngai (2019) argue that SNS help to lower barriers of face-to-face interactions as they change the way students are able to communicate with each other. The articles have identified that face-to-face interactions are still beneficial during the students’ acculturation period and should not be ceased. Simultaneously SNS can also play a role in helping students to develop the skills to communicate more effectively in these face-to-face interactions. Time investment Lim & Pham (2016) identified that frequent communication with family and friends at home involved a lot of time that could be invested in interactions with locals. Lim & Pham (2016)’s study used a deprivation condition in which students were told not to use any form of ICTenabled communication during one week. During this week the participants found that they were more willing to interact with locals and participate in local activities (Lim & Pham, 2016). This study showed the impact that the amount of time using SNS had on other areas of acculturation. Lim & Pham (2016) suggest that international students need to find a balance 7 Katherine Heaphy 300145628 between the amount of their use of SNS to explore their home identities and their own selfdiscovery as they learn more about their host cultures. If this balance is not found it may impede their acculturation (Lim & Pham, 2016). Future considerations Future research should explore more specific activities that students use on SNS (Li & Peng, 2019). Some research, as exemplified above, has identified types of SNS that international students use. Further studies could investigate the activities that students use on SNS, such as instant messaging and the role of images and videos that can be viewed by anyone. Universities and other institutions that welcome international students should look at improving students’ media literacy to improve their interactions and communication using SNS (Li & Peng, 2019). This would be beneficial for all students to learn due to the potential harm that can be caused by SNS use. Universities should therefore also consider the effects SNS have on international students and their well-being (Lim & Pham, 2016). Conclusion Ngai (2019)’s findings “suggest that daily, frequent exposure to diverse intercultural and international interactions via global SNS contributes to the development of transnational competence” (p. 449). This literature review has found that SNS plays varied roles during international students’ acculturation period. These include roles of communication (with both the home and host countries), cultural identity, an information source and language learning. 8 Katherine Heaphy 300145628 References: Five Reviewed Articles: Li, L., & Peng, W. (2019). Transitioning through social media: International students’ SNS use, perceived social support, and acculturative stress. Computers in Human Behavior, 98, 69–79. https://doi.org/10.1016/j.chb.2019.03.011 Lim, S., & Pham, B. (2016). “If you are a foreigner in a foreign country, you stick together”: Technologically mediated communication and acculturation of migrant students. New Media & Society, 18(10), 2171–2188. https://doi.org/10.1177/1461444816655612 Ngai, P. (2019). Online Social Networking and Transnational-Competence Development Among International Students from Japan. Journal of International Students, 9(2), 432–459. https://doi.org/10.32674/jis.v9i2.607 Rahman, N. (2014). The Usage and Online Behavior of Social Networking Sites among International Students in New Zealand. The Journal of Social Media in Society, 3(2). Retrieved from https://thejsms.org/tsmri/index.php/TSMRI/article/view/76 Sandel, T. (2014). “Oh, I’m Here!”: Social Media’s Impact on the Cross-cultural Adaptation of Students Studying Abroad. Journal of Intercultural Communication Research, 43(1), 1– 29. https://doi.org/10.1080/17475759.2013.865662 Other: Hendrickson, B. (2018). Intercultural connectors: Explaining the influence of extra-curricular activities and tutor programs on international student friendship network development. International Journal of Intercultural Relations : IJIR, 63. Retrieved from http://search.proquest.com/docview/2069026132/ 9 Katherine Heaphy 300145628 Smith, R., & Khawaja, N. (2011). A review of the acculturation experiences of international students. International Journal of Intercultural Relations, 35(6), 699–713. https://doi.org/10.1016/j.ijintrel.2011.08.004 10
