The Role of Cultural Identity in Language Learning for International Students in the United States

Abstract

As the number of international students in the United States increases, more and more researchers show interest in discovering how international students adapt to the local society and what factors influence this process. Cultural identity and language, as two important factors in adaptation, can not be ignored. The purpose of this study was to examine the role of cultural identity in language learning (including motivation for language learning, language preference, and self-perceived language proficiency) for international students in the United States, using a quantitative approach. The results showed that ethnic identification was negatively related to self-perceived English proficiency, but that this relation was mediated by extrinsic motivation in learning English. American identification was positively associated with extrinsic motivation in English language learning, which was inconsistent with the hypothesis. American identification was also positively associated with using English in daily life. Further study should reexamine these results with potential applied implications for creating programs which can facilitate the success and wellbeing of international students.