Impact of culture shock, acculturation approaches, and sociocultural adaptation on perceived proficiency in Turkish and English among international students in Turkey
Bibliographic record
Abstract
The primary objective of this study was to investigate the influence of culture shock, acculturation strategies, and sociocultural adjustment on the perceived Turkish and English language proficiency of international students in Turkey. Data were collected from 3554 international students in Turkey whose native language was neither Turkish nor English, using the "Culture Shock Questionnaire", "Acculturation Measurement", and "Sociocultural Adjustment Scale". Data were analyzed using correlation and hierarchical multiple regression analyses. The results revealed that the perceived Turkish and English language proficiencies of international students in Turkey were moderate. Language proficiency, personal interests, and social participation factors of sociocultural adjustment and acculturation strategies, such as assimilation and integration, have a positive impact on perceived Turkish language proficiency. On the other hand, the interpersonal stress factor of culture shock and assimilation and integration aspects of the acculturation strategies were found to be the most critical determinants of perceived English language proficiency. Additionally, language proficiency, personal interests, and social participation factors of sociocultural adjustment and acculturation strategies, such as separation and assimilation, had positive effects, whereas the language proficiency factor of sociocultural adjustment and assimilation acculturation strategies had negative effects. The findings of this study indicate that acculturation strategies and sociocultural adjustment play a crucial role in the development of perceived target language proficiency.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".