Exchange Student 4 Xxx Apr 2026

Exchange students, popular media, acculturation, streaming platforms, identity, social integration 1. Introduction Every year, over 1.5 million students participate in international exchange programs (UNESCO, 2023). While most research focuses on academic adjustment and language barriers, little attention is paid to a daily, pervasive activity: consuming entertainment content . From binge-watching local reality TV to sharing memes on Instagram Reels, exchange students are constantly engaging with popular media—both from their home country and the host culture.

This is designed as a research paper proposal (suitable for a communication, media studies, or international education journal) with a clear abstract, literature review framework, methodology, and discussion points. Navigating New Screens: How Exchange Students Use Entertainment Content and Popular Media for Acculturation, Identity Negotiation, and Social Integration Exchange Student 4 XXX

[Your Name] Affiliation: [Your University/Department] Date: [Current Date] Abstract Background: With the globalization of media streaming platforms (Netflix, YouTube, TikTok) and transnational pop culture (K-dramas, Latin telenovelas, Turkish dizis), exchange students no longer rely solely on host-country television or news for cultural learning. Instead, they curate hybrid media diets. Objective: This paper investigates how international exchange students engage with entertainment content and popular media during their sojourn, focusing on three dimensions: (1) media as a tool for acculturation, (2) media as a space for coping with homesickness, and (3) media as a social bridge or barrier with local peers. Method: Mixed-methods study with 50 exchange students (aged 18–25) in a European host university, combining media diaries and semi-structured interviews. Findings (expected): Preliminary analysis suggests students use media in three distinct phases: pre-departure (stereotyping host culture through films), early sojourn (comfort re-watching home-country content), and late sojourn (co-viewing local memes/series with host nationals). Notably, algorithmic recommendations on TikTok/Instagram often replace formal intercultural training. Conclusion: Entertainment media functions as an informal acculturation curriculum, yet it can also reinforce stereotypes. The paper proposes a “media literacy intervention” for exchange programs. From binge-watching local reality TV to sharing memes