Humanities & Social Sciences Reviews eISSN: 2395-6518, Vol 8, No 4, 2020, pp 999-1013 https://doi.org/10.18510/hssr.2020.8496 999 |https://giapjournals.com/hssr/index © Valieva et al. SOCIOCULTURAL ADAPTATION OF STUDENTS IN A FOREIGN LANGUAGE ENVIRONMENT: CROSS-CULTURAL ANALYSIS Fatima I. Valieva 1* , Ekaterina A. Ivanova 2 , Aleksandra I. Dashkina 3 1*,2,3 Associate Professor, Institute of Humanities, Peter the Great St. Petersburg Polytechnic University, Russian Federation. Email: 1* jf.fairways@mail.ru, 2 ekaterinai@inbox.ru, 3 wildroverprodigy@yandex.ru Article History: Received on 16 th July 2020, Revised on 17 th August 2020, Published on 11 th September 2020 Abstract Purpose of the study: This research provides a general understanding of the factors influencing international students' adaptation experience by focusing on the challenges and problems they face during their matriculation. The study's objective was to compare the peculiarities of adaptation of students' groups of different countries in a foreign language culture through a particular set of characteristics and factors. Methodology: We conducted the study at the SPbPU of St. Petersburg (Russia) and Alcala University (Spain). The sample included three groups of respondents belonging to different cultures. A block questionnaire of six scales and questionnaires used. To process and analyze the data obtained, preferences were given to descriptive statistics, correlation analysis, ANOVA, Tukey and Mann-Whitney tests, factor analysis in different formats. The data were processed using SPSS Statistics 25, R-studio, and Python. Main Findings: At the descriptive statistics level, groups with different degrees of adaptation have identified. Specific stable components’ combinations have found to predict possible responses from adapting students. Various forms of correlation and factor analysis helped to identify the most influential determinants: anxiety factor, culture shock, and sustainability. Applications of this study: The results of this study can be used to optimize the work of the relevant departments of higher education institutions, international departments. The information may be of interest to teachers and students. We recommend the material for professional development courses. Novelty of this study: Some characteristics were found to be bimodal for the respondents. The work examined the leading factors' content and structure to some extent related to the adaptation process. The relative steadiness of these factors' components in different cultures suggests a stable set of characteristics specific to different cultures at a certain age. Keywords: Sociocultural Adaptation, Foreign Language Environment, Anxiety, Culture Shock, Resilience, Student. INTRODUCTION With the rapid growth of the popularity of various forms and formats of education within the framework of academic mobility, the number of international students realizing their educational goals in foreign countries is growing. In turn, universities that prepare and organize relevant courses and educational semesters are aware of the prospects and benefits of the educational institution admitting international students to their educational programs. This may be considered an indicator of their success both on the educational and research side and allows them to attract more financial investments for further promotion of the university. Arriving students enrich the university campus's intellectual and cultural environment and bring significant income to the national economy, making education one of the most profitable service segments (Zhang, J. , & Goodson, P. (2011). Predictors of international students’ psychosocial adjustment to life in the United States: A systematic review. International Journal of Intercultural Relations, 35(2), 139-162. https://doi.org/ 10.1016/j.ijintrel.2010.11.011, 2011 ). Students take the opportunity to study outside the country for a variety of reasons. Improving foreign language skills, developing intercultural communication skills, and enhancing career prospects are among the leading motivational factors (Wright, C. , & Schartner, A. (2013). ‘I can’t … I won’t?’ International students at the threshold of social interaction. Journal of Research in International Education, 12(2), 113–128. https://doi.org/10.1177/1475240913491055, 2013 ). In various cases of intercultural adaptation, factors affecting it to varying degrees may be more or less relevant for representatives of different cultural groups of international students and the host party. In some cases, adaptive success can be almost entirely achieved thanks to the openness, strength, and positivity of the host culture, enabling the immigrant to overcome even the harshest conditions (Necheukhina , N. S., Matveeva, V. S., Babkin, I. A., & Makarova, E. N. (2017). Modern approaches to the educational process aimed at improving the quality of highly qualified personnel training. In: Proceedings of the 2017 IEEE VI Forum Strategic Partnership of Universities and Enterprises of Hi-Tech Branches (Science. Education. Innovations) (SPUE) (pp. 192–195). IEEE. et al., 2017 ). In other cases, little adaptive change occurs among international students whose ethnic commonality implies almost total isolation from the host country's socio-cultural characteristics. Communication competences of the host country, the ability to communicate in a framework consistent with the norms and practices of the host country’s culture and to participate actively in its social communication processes are central to