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International students’ enrollment at academic institutions in the U.S. has expanded in the last decade. Plenty of research studies show that these international students experience acculturation difficulties in adapting to both academic performance and residence life (Gebhard, 2012). This study aimed at exploring the cultural, linguistic, and emotional stresses that international students experienced as well as the adjustment they g through to adapt at an American institution. The qualitative approach was used to study international students at an urban, mid-sized, Midwestern university. The findings of this study indicated that international students’ adaptation and adjustment into college learning community could be accelerated by various sources of motivation, cultural interaction services, and language improvement activities provided by education administrators.
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"Cultural, Linguistic, and Emotional Adjustment: Adaptation of International Students into a U.S. College" (2015). Stander Symposium Projects. 697.
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