隨著世界多元化的發展，文化議題在各國被廣泛的關注。近來越來越多的學生選擇出國留學。留學經歷令學生接觸到更多不同的文化，學生也會遇到很多因文化衝擊所造成的困難及阻礙。此研究致力於探討和比較兩組在台灣的國際學生之文化融入，包含：學術融入、社會融入以及語言融入。一共有110位在台灣某大學的國際學生參與此研究。第一組學生由馬來西亞學生和中國學生組成，他們的母語為中文。第二組則是來自其他國家的學生，他們的母語為其他語言。本研究採用問卷調查的方式來測量學生的學術、社會以及語言融入的狀況。此外，藉由深度訪談進一步探討國際學生對於課堂上合作學習模式、學習情況、交友情況以及社團活動的看法。結果發現兩組國際學生的文化融入皆良好。其中，第二組的國際學生在台灣的交友情況顯著高於第一組學生。總結來說，在台灣的國際學生之文化融入程度是不錯的。在課業上，國際學生受到同學和老師的幫助，並且對於不同環境下的學習更有興趣。在社交生活上，國際學生認為當地學生非常友好，並樂於助人，社團活動也非常愉快。語言上，中文為母語的國際學生指出，雖然在語言上有少許不同，但並不影響溝通。對於其他國際學生來說，他們還是以講英語為主，但是使用英語並沒有影響他們的日常生活和學習。

There is a widespread concern on issues of acculturation due to diversity in the world. More and more students go abroad for higher education recently. Students come into contact with different cultures in their study abroad experience. Students would also encounter troubles and obstacles because of culture shock. The present study aims to investigate and compare academic integration, social integration, and language integration of two groups of international students in Taiwan. Group 1 included Malaysian and Chinese international students who can speak mandarin Chinese. Group 2 included international students from other countries who cannot speak Chinese. A total of 110 international students participated in this study. A questionnaire was used to measure students’ academic, social, and language integration. In addition, interviews were carried out to understand students’ opinions on academic relationships, academic participation, friendship, and activity attending. The results showed that both groups integrated well in Taiwan. Group 2 was significantly higher than Group 1in terms of friendship. The results indicated that the acculturation of international students in Taiwan was good. In academic aspect, international students benefited from local students and teachers, and were more interested in different classroom environment. In social aspects, the international students felt that local students were friendly and willing to help others, and they enjoyed extracurricular activities. In terms of language, Chinese native speakers mentioned that there are slight differences in Mandarin used in Taiwan, but the differences did not influence communication. For other international students, using English most of the time had no influence on their life and study in Taiwan.

TABLE OF CONTENTS
ACKNOWLEDGEMENT ……………………………………………………..I
CHINESE ABSTRACT …………....………………………………………….II
ENGLISH ABSTRACT ………………………………………………………III
TABLE OF CONTENT ……………………………………………………….IV
LIST OF FIGURES AND TABLES…………………………………………..VII
CHAPTER ONE INTRIDUCTION…………………….………………..…..…..1
CHAPTER TWO LITERATURE REVIEW…………………………..…..……5
2.1 Theoretical framework……………………..………….………....….....5
2.2 The academic integration of international students………………….....7
2.3 The social integration of international students………….…….......….12
CHAPTER THREE METHOD…………………..……………..……..………..17
3.1 Setting…..........……………………………………………....………...17
3.2 Participants……..………………………………………..…..……..…..17
3.3 Instruments……………………………………………………..……….20
3.4 Interview……………………………………………………...…....……21
3.5 Procedures…...……………………………………….……..…………..22
3.6 Data collection and analysis………………….......……...……………...23
CHAPTER FOUR RESULT AND DISCUSSION……………..…......................24
4.1 Results and discussion on research question 1………………..…..…...…..24
4.1.1 Academic integration of group 1……………………………………25
4.1.2 Academic integration of group 2 ……………………………………35
4.1.3 Discussion and comparison on students’ academic integration between group
1 and group 2……………………..…....…………….………………44
4.2 Results and discussion on research question 2……………….………...…..49
4.2.1 Social integration of group 1………………………...........………….49
4.2.2 Social integration in group 2 ……………………..………………….55
4.2.3 Discussion and comparison on students’ social integration between group 
1 and group 2…………………..………………...……………………65
4.3 Results and discussion on research question 3………...….……………...…71
CHAPTER FIVE CONCLUSION……………..………...………….............…….85
5.1 Conclusion…………..………………………………………….…………...85
5.2 Limitation of the study…………………………...………….…......…….…86
5.3 Suggestions for future studies……………………..…………………........….....87
5.3.1 Pedagogical implications………………………………...…………….87
5.3.2	Research implications………………………………….…..……………..87
REFERENCES…………………….………………………....……….…....…..89
APPENDIX…………………………………………………....……………….98
Appendix A Questionnaire (English Version) ………....……...…………..98
Appendix B Questionnaire (Chinese Version)……...........................…...…102
Appendix C Interview questions ………………………………...……...106
LIST OF FIGURES AND TABLES
Figure 1 Participants of G1…………………………………………………………18
Figure 2 Participants of G2………………………………………………………….19
Table 1 Academic relationships on group 1 students…………….26
Table 2 Academic participation on group 1 students…………….30
Table 3 Academic relationships on group 2 students…………….36
Table 4 Students’ academic participation among group 2 students………………...42
Table 5 Comparison on students’ academic relationship between G1 and G2................................................................………………45
Table 6 Comparison on students’ academic participation between G1 and G2.................................................................................................46
Table 7 Friendship on group 1 students………………………………..50
Table 8 School Activities on group 1 students……………………...53
Table 9 Friendship on group 2 students……………………………….56
Table 10 Activities on group 2 students……………………………….61
Table 11 Comparison on students’ friendship between G1 and G2………………...65
Table 12 Comparison on students’ activity involvement between group 1 and group 2 ………………………..............………….....67
Table 13 The situation of students speaking Mandarin in Taiwan…………...….72
Table 14 The situation of students speaking English in Taiwan…………..77

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