The Impact of Academic Acculturation and Language Proficiency on International Students' University Experience and Academic Success: A Longitudinal Study.

This article investigates the relationship between scores on the Canadian Academic English Language (CAEL) computer edition (CE) test, academic achievement, and academic acculturation among international and permanent resident students at a Canadian English-medium university. The study found medium, statistically significant correlations between CAEL-CE overall and subscores (writing, listening, reading) and students' grade point averages (GPAs) at the end of their first and third years, supporting the CAEL-CE's predictive validity for university admission. However, students' self-reported academic acculturation levels did not correlate with their GPAs or CAEL scores, suggesting that perceived language ability and acculturation may influence students' comfort and adjustment more than actual academic performance. The research also highlights challenges faced by international students, including language barriers, cultural differences, and the need for enhanced faculty support and social integration initiatives, with implications for improving institutional support services.