Cross-Cultural Academic Adaptation Among Chinese Short-Term Exchange Students in Malaysia: The Roles of Language, Pedagogy, and Face Culture

Abstract

Despite the growth of short-term international mobility, the academic adaptation of exchange students particularly in non-Western host settings remains under-researched. This study examined how language, pedagogy, and face culture shape the academic adaptation of Chinese short-term exchange students at a Malaysian higher education institution. Grounded in integrated socio-pedagogical conceptual framework, the study used an exploratory mixed-methods survey mode. Quantitative data were analysed with descriptive statistics, while open-ended responses were thematically coded. Adaptation difficulties centred on listening comprehension, lecturers' accents, and adjustment to student-centred learning, whereas Mianzi (face) norms exerted a moderate influence on classroom participation. Peer support, translation technologies, and lecturer accommodation emerged as the principal facilitators. Despite initial difficulties, participants reported greater confidence in academic English, increased willingness to participate, and favourable perceptions of Malaysian pedagogy. The study aims a preliminary integrated socio-pedagogical framework of short-term academic adaptation and offering guidance for host institutions and mobility programme designers.