Language Deficiency and International Students Satisfaction: Role of Social, Cultural, and Academic Factors

Abstract

Education plays a pivotal role in fostering socio-economic development, and the phenomenon of globalization has significantly increased the influx of students pursuing studies in foreign countries. Given that education serves as a catalyst for economic and cultural advancement, nations face the challenge of enticing international students. Consequently, this research seeks to scrutinize the interplay of social, cultural, and academic factors influencing the satisfaction levels of international students. Additionally, the study investigates the moderating role of language proficiency in this context. Adhering to a positivist philosophy, the research employs a quantitative deductive approach. Data collection involved the distribution of questionnaires to students from Middle Eastern countries enrolled in Malaysian universities. Out of the 500 questionnaires distributed, 383 were subjected to statistical analysis using SPSS. The findings indicate that positive interactions between students and teachers contribute significantly to international student satisfaction. Similarly, favourable social interactions on the university campus, successful adaptation to cultural differences, and a well-balanced academic workload are identified as key determinants of student satisfaction. Moreover, the study highlights the mitigating impact of language deficiency on the aforementioned relationships. In conclusion, the research underscores the imperative of prioritizing the satisfaction of students studying at host universities to attract a greater number of international students. Universities are advised to focus on enhancing the academic, cultural, and social dimensions of the student experience to create an environment conducive to satisfaction.