近十年來，國際學生在亞洲華語國家的就讀人數增加，越來越多國際學生亦選擇來臺留學。新型冠狀病毒 (COVID-19) 儼然影響高等教育，全世界的大專院校幾乎完全關閉。然而，臺灣是少數正常運作大學的國家之一，在臺國際學生人數在2019至2020學年已超過13萬人有鑒於臺灣國際化下的高等教育。
國際學生來臺就學不僅振興國內經濟，更增進國際學生與臺灣學生在多元文化之環境下學習的合作關係。本研究探討在臺國際學生之華語文能力如何國際學生的社會文化適應，以及國際學生的社會文化適應如何影響他們在臺灣的學習表現。社會文化適應量表修訂版為探討在臺國際學生之社會文化適應之研究工具。因此，研究問卷以電子郵件的方式寄送至臺灣之大專院校以轉傳問卷給研究參與者。總共有258位國際學位生參與本研究，其中有253位國際學生填寫有效問卷參與本研究。
本研究共有兩項研究分析法，分別為皮爾森積差相關分析以及結合Hayes 的SPSS巨集PROCESS模型之中介分析。首先，皮爾森積差相關分析檢視國際學生的普通話水平，生態適應，人際交往，個人興趣和社區參與間的關係。其次，多元線性回歸檢驗普通話水平，社會文化適應和學習成績間的關係。最後，中介分析檢視社會文化適應如何調節華語文能力與學業表現間的關係。
多元線性回歸和中介分析得出的結果顯示，國際學生的華語文能力與其生態適應，人際交往，個人興趣和社區參與以及學業成績有顯著關係。中介分析的結果表明，社會文化適應完全調節在臺國際學生華語文能力與學習成績之間的關係。具體來說，從國際學生的普通話水平到學習成績並無直接效應。因此，當國際學生具有較高的普通話水平時，他們在臺灣具有較高的社會文化適應。另外，國際學生的社會文化適應能力極大地影響了他們在臺灣的學業表現。
本量化研究沒有對參與者的觀點有更多深入的了解。因此，建議未來的相關研究整合國際學生在臺灣社會文化適應的質性回饋。此外，這項研究得出的結論和啟示可以為臺灣政府提供具有洞察力的資訊，以完善有關國際學生華語文學習機會的現行政策。最重要的是，為臺灣學生和國際學生創造一個更多元且友好合作的學習環境，臺灣的高等教育仍須付出更多的奉獻和努力。

Nowadays, international students studying in Asian Mandarin-speaking countries has increased over the past decade, and more and more international students also choose Taiwan as their study destination.
The COVID-19 pandemic has prominently affected higher education systems, leading to the nearly complete closures of universities around the world. However, Taiwan is one of the few countries that functions universities normally and international students’ population has grown up to 130,000 during the academic year 2019 to 2020 since internationalization in higher education in Taiwan.
International students studying in Taiwan not only increase national economies of Taiwan but enhances the collaboration between international students and Taiwanese students when learning in a multicultural environment in Taiwan. This study seeks to explore how Mandarin proficiency affects international students’ sociocultural adaptation within the scope of ecological adaptation, interpersonal communication, and personal interests and community involvement in Taiwan along with how international students’ sociocultural adaptation affects their academic performance in Taiwan.
The Revised Sociocultural Adaptation Scale (The SCAS-R) was adapted to form a mediation model and test the relationships among variables in the mediation model which serves as a research instrument to investigate international students’ sociocultural adaptation in Taiwan. Thus, research survey was attached to emails delivered to universities in Taiwan and transmitted to international students participating in this study. The sample included 258 international degree- oriented students, in which 253 degree-oriented international students (N=253) in Taiwan had sufficient responses and participated in this study.
Two analytical methods including Pearson correlation analysis and mediation analysis using Hayes’ PROCESS macro in this study. Specifically, Pearson correlation analysis was firstly used to examine the relationships among international students’ Mandarin proficiency, ecological adaptation, interpersonal communication, and personal interests and community involvement. Besides, mediation analysis was implemented to examine how sociocultural adaptation mediates the relationship between Mandarin proficiency and academic performance.
International students' Mandarin proficiency had a significant relationship with international students’ ecological adaptation, interpersonal communication, personal interests and community involvement, and academic performance. Besides, the result of mediation analysis indicates that sociocultural adaptation completely mediated the relationship for the Mandarin proficiency and academic performance indicated by mediation analysis. Specifically, the direct path from international students’ Mandarin proficiency to their academic performance is insignificant. Therefore, when international students have higher Mandarin proficiency, they tend to have higher sociocultural adaptation in Taiwan. Moreover, international students’ sociocultural adaptation greatly affects their academic performance in Taiwan.
This quantitative study does not have in-depth perceptions from participants. Therefore, it is suggested that future studies incorporate international students’ qualitative feedback regarding their sociocultural adaptation when studying in Taiwan. Besides, the implications drawn from this study could provide insightful information to the Taiwanese government to refine current policies regarding international students’ Mandarin learning opportunities. Above all, creating a more multicultural and collaborative learning environment for Taiwanese and international students still needs to pay more efforts and dedication for higher education in Taiwan.

中文摘要 I
ABSTRACT III
ACKNOWLEDGMENTS VII
TABLE OF CONTENTS IX
LIST OF TABLES XIII
LIST OF FIGURES XV
1. CHAPTER I INTRODUCTION 1
1.1. RESEARCH BACKGROUND 1
1.1.1 The Importance of Language 2
1.1.2 The Role of Language in Sociocultural Adaptation 3
1.1.3 International Students’ Academic Performance 5
1.2. RESEARCH MOTIVATION 5
1.3. STATEMENT OF THE PROBLEM 9
1.4. ANALYTICAL BACKGROUND 10
1.5. DEFINITIONS OF TERMS 12
1.6. THESIS OUTLINE 13
2. CHAPTER II LITERATURE REVIEW 15
2.1. GLOBALIZATION AND INTERNATIONALIZATION IN HIGHER EDUCATION 15
2.2. SOCIOCULTURAL ADAPTATION 18
2.3. FOREIGN LANGUAGE PROFICIENCY 19
2.4. INTERNATIONAL STUDENTS’ SOCIOCULTURAL ADAPTATION IN TAIWAN 23
2.4.1 Mandarin Proficiency (MP) 24
2.4.2 Mandarin Proficiency (MP) and Ecological Adaptation (EA) 25
2.4.3 Mandarin Proficiency (MP) and Interpersonal Communication (IC) 27
2.4.4 Mandarin Proficiency (MP) and Personal Interests and Community Involvement (PICI) 28
2.4.5 Mandarin Proficiency (MP) and Academic Performance (AP) 30
2.4.6 Sociocultural Adaptation (SCA) and Academic Performance (AP) 31
2.5. SUMMARY 32
3. CHAPTER III METHODOLOGY 35
3.1. RESEARCH DESIGN 35
3.2. RESEARCH SETTING AND PARTICIPANTS 35
3.3. RESEARCH INSTRUMENT 37
3.4. RESEARCH SURVEY 38
3.4.1 The SCAS-R of Original Version 38
3.4.2 Items of The SCAS-R in This Study 41
3.5. DATA COLLECTION 43
3.5.1 Sampling procedure 43
3.5.2 Questionnaire 44
3.6. RELIABILITY AND VALIDITY 45
3.6.1 Cronbach’s Alpha Values 45
3.6.2 Data Analysis 45
4. CHAPTER IV FINDINGS AND DISCUSSION 47
4.1 PEARSON CORRELATION ANALYSIS 50
4.1.1 MP, EA, IC, PICI, and AP 50
4.1.2 MP, SCA, and AP 51
4.2 MEDIATION ANALYSIS 52
4.3 HYPOTHESIS TESTING 55
4.3.1 Finding of Research Question 1 55
4.3.2 Finding of Research Question 2 56
4.3.3 Finding of Research Question 3 and 4 57
4.3.4 Summary of Findings 59
5. CHAPTER V CONCLUSION AND RECOMMENDATIONS 61
5.1 DISCUSSION OF FINDINGS 61
5.2 IMPLICATIONS 65
5.3 LIMITATIONS 67
5.4 RECOMMENDATIONS FOR FUTURE RESEARCH 69
5.5 CONCLUSION AND CONTRIBUTIONS OF THE THESIS 70
REFERENCES 74
APPENDIX A: RESEARCH SURVEY 92

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