LANGUAGE INSTITUTES’ ROLE IN HELPING ELL’S LEARN
UNIVERSITY CULTURE
A Thesis
Presented to the faculty of the Department of Education
California State University, Sacramento
Submitted in partial satisfaction of
the requirements for the degree of
MASTER OF ARTS
in
Education
(Language and Literacy)
by
Reem Mohammed Fallata
FALL
2012
LANGUAGE INSTITUTES’ ROLE IN HELPING ELL’S LEARN
UNIVERSITY CULTURE
A Thesis
by
Reem Mohammed Fallata
Approved by:
__________________________________, Committee Chair
Porfirio Loeza, Ph.D.
__________________________________, Second Reader
Terry Underwood, Ph.D.
____________________________
Date
ii
Student: Reem Mohammed Fallata
I certify that this student has met the requirements for format contained in the
University format manual, and that this thesis is suitable for shelving in the Library
and credit is to be awarded for the thesis.
Susan Heredia, Ph.D., Department Chair
Date
Department of Teacher Education
iii
Abstract
of
LANGUAGE INSTITUTES’ ROLE IN HELPING ELL’S LEARN
UNIVERSITY CULTURE
by
Reem Mohammed Fallata
Statement of the Problem
There is a strong need to prepare international students to deal with cultural
and academic challenges that are likely to affect their academic achievement before
they join any university in the United States. The purpose of this thesis is to
investigate the role that an English language institute plays in helping international
students learn about university culture in American universities. The research
questions were the following: What is the role of the language institute in helping
international students learn university culture? What are some of the activities and
practices related to university culture that take place in English language institutes?
How can the activities and practices help international students learn the culture of
universities in the United States?
iv
Sources of Data
Data was collected from international students in an ELI (English Language
Institute) at a Northern California state university. The international students were
selected randomly without regard to English language level, classroom performance,
nationality, or age. Survey questionnaires was given to the international students in
order to determine in which way the activities and practices that take place in language
institutes help them learn about university culture. Moreover, data was collected from
four ELI language institute staff members. An interview was held to identify some of
the academic, social, and counseling services that the institute offers for international
students. The purpose of the interview was to substantiate and supplement the survey
questions. Additionally, some student work was analyzed and some workshops were
observed.
Conclusions Reached
Upon the completion of this study, findings revealed that the ELI offers many
activities and practices that are related to promoting American university culture. First,
as a result of their ELI experience, the international students’ learning styles changed
after studying in ELI. They are aware of the differences between the education system
in the United States and their home countries. Second, they associated academic
achievement and success in a U.S. university to their English language proficiency.
Third, they associated learning about American culture with having native friends.
This was very important to the ELI students and evident through various sources of
v
data. In conclusion, the findings provide evidence for the necessity to introduce
American university culture to international students before they join the “regular”
university community.
, Committee Chair
Porfirio Loeza, Ph.D.
_______________________
Date
vi
ACKNOWLEDGEMENTS
With the most appreciation for their guidance, support, and expertise, the
author acknowledges Dr. Porfirio Loeza and Dr. Terry Underwood.
I lovingly thank my parents Aisha Fallata and Mohammed Fallata, my siblings
Soha, Dana, Ghaith, and Shahd, my loving and supporting husband Mohammed
Barnawi, and the new addition to my family and my bundle of joy baby Jamal
Barnawi for inspiring and motivating me to achieve my dreams.
I could not do anything without your love and support.
vii
TABLE OF CONTENTS
Page
Acknowledgments ...................................................................................................... vii
List of Tables ................................................................................................................ x
List of Figures.............................................................................................................. xi
Chapter
1. INTRODUCTION .................................................................................................. 1
Research Questions .......................................................................................... 3
Review of the Literature ................................................................................... 3
Methodology..................................................................................................... 5
Definition of Terms .......................................................................................... 7
Limitations and Delimitations of the Research ................................................ 8
Organization of the Thesis................................................................................ 8
2. REVIEW OF THE LITERATURE ...................................................................... 10
Introduction .................................................................................................... 10
Overview of the Challenges That Face International Students ...................... 10
Factors That Influence Adjustment ................................................................ 13
Modes to Adjust ............................................................................................. 15
Summary......................................................................................................... 15
3. METHODOLOGY ............................................................................................... 16
Overview ........................................................................................................ 16
Subjects........................................................................................................... 16
Research Subject Selection............................................................................. 18
Instruments ..................................................................................................... 18
The Study Design ........................................................................................... 19
Interviews ....................................................................................................... 19
Observations ................................................................................................... 21
viii
Electronic Document ...................................................................................... 21
Survey Questionnaire ..................................................................................... 22
Summary......................................................................................................... 23
4. ANALYSIS OF THE DATA ............................................................................... 24
Survey Questionnaire ..................................................................................... 24
Interviews ....................................................................................................... 29
Observations ................................................................................................... 34
The Yearbook ................................................................................................. 36
Summary......................................................................................................... 38
5. SUMMARY, RECOMMENDATIONS, AND CONCLUSION ......................... 39
Summary of the Study .................................................................................... 39
Findings in Regards to the Research Questions ............................................. 41
Limitations ...................................................................................................... 42
Implementation and Recommendations ......................................................... 43
Suggestions for Further Research ................................................................... 44
Conclusions .................................................................................................... 45
Appendix A. Staff Interview Questions ................................................................... 46
Appendix B. Staff Interview Questions.................................................................... 48
Appendix C. Students Interview Questions.............................................................. 50
Appendix D. English Language Institute Program Information .............................. 52
Appendix E. Students’ Survey ................................................................................. 59
Appendix F. Sacramento State English Language Institute ..................................... 61
References .................................................................................................................. 73
ix
LIST OF TABLES
Tables
Page
1.
How did Your Learning Style Change? ......................................................... 31
2.
How do You Learn About American Culture? ............................................... 31
3.
Why do You Feel Ready to Join a University in the United States? .............. 32
4.
Why do You Feel You are Not Ready to Join a University in the
United States? ................................................................................................. 33
5.
What ELI Activities are Helpful in Learning About American
Education? ...................................................................................................... 33
x
LIST OF FIGURES
Figures
Page
1.
Gender of Participants .................................................................................... 25
2.
Nationalities of Participants ........................................................................... 25
3.
Age of Participants ......................................................................................... 26
4.
Is the University System in the United States Different Than the
University System in Their Home Countries?................................................ 26
xi
1
Chapter 1
INTRODUCTION
The United States has the largest population of international students in the
entire world (723,277 students, Open Doors, 2011). Many universities and language
institutes in the United States offer different types of English as a Second Language or
transitional programs that have different goals. For instance, there are programs that
help prepare students to gain English and understand American culture, or programs
that help to prepare students for academic studies in universities and colleges in the
United States (English Programs for International Students, n.d.). Many researchers
discuss the challenges that face international students when they join “American”
universities. For example, international students not only face challenges learning a
new language and the subjects they are taking but they also have to adapt and adjust to
the demands of a different culture (Sylvain, 2010). Moreover, according to the
research, many international students do not succeed in the United State academic
learning institutes for reasons such as, suffering from culture shock, and not being able
to adjust to classrooms style ,which are both important to succeed in academic settings
(Rienties, Beausaert, Grohnert, Niemantsverdriet, & Kommers, 2012) Research shows
that international students go through a transitional period. During this period the
international students’ previous educational experience impacts their learning and
educational process (Kelly & Moogan, 2012). In addition, research identified four key
adjustment issues related to international students: general living adjustment,
academic adjustment, socio- cultural adjustment, and personal adjustment. Each of
2
these key areas is important for academic success and for adjusting to U.S. society.
Moreover, it is essential for international students to adapt their new educational
system before they can learn anything effectively (Kelly & Moogan, 2012). There is
limited research about how U.S. universities can help international students (Lui,
2011).
Besides, instead of international students focusing only on academic
achievement, they must also deal with other challenges such as adapting to the new
educational system, figuring out the relationship between teachers and students,
figuring out what is acceptable in the new learning environment and what is not. This
could indeed affect their academic successes. The more I researched about the
challenges faced by international students in the U.S., the better I understood how
failing to address this important matter affects international students as they join an
“American” university. My goal beyond this thesis is to assist in the preparation of
international students to overcome these challenges before they join the university.
Ultimately, when international students join a U.S. university, they should have a full
understanding of universities culture, an understanding that will allow them to focus
more on the academic part of learning.
I believe there is a strong need to help international students deal with cultural
and academic challenges that could affect their academic achievement before they join
a U.S. university. This research is intended to investigate the role of the language
institute in helping international students learn university culture and identify some of
3
the activities and practices that take place in language institutes that can help
international students learn about the university culture in the U.S.
Research Questions
This research investigated the role that the language institute plays in preparing
international students to overcome cultural or academic challenges before they join the
university. Moreover, the researcher seeks to identify some activities and practices that
take place in language institutes and the role of those activities and practices in
helping international students learn about the university culture. The research
questions were: What is the role of the language institute in helping international
students learn university culture? What are some of the activities and practices related
to university culture that take place in English language institutes? How can the
activities and practices help international students learn the culture of universities in
the United States?
Review of the Literature
As a graduate international student, I always thought that all what I needed to
be a successful student in an “American” university was to fulfill the university’s
academic requirements. Before I joined the university I was focusing on developing
my English language proficiency in order to pass the TOEFL test and get accepted
into the university. What I realized after I started studying in a U.S. university is that
understanding the university’s culture is important for international students and this
could affect our academic achievement. As an international student who came from a
teacher-centered learning environment, I had a hard time before I realized that I have
4
to change my learning style and adapt to the student-centered learning environment
that prevails in the U.S.
Many international graduate students who had positive English learning
experience in their home countries often believe that they can join a university in a
new environment and achieve academic success which is not always true. Some
studies show that many international graduate students studying in English-speaking
countries face challenges because of the huge differences between their culture and the
culture of the new environment (Liu, 2011). Adjusting to a new educational
environment and achieving academic success are related. So it makes sense to help
international students adjust to the new environment, especially academically, before
they join universities in a new culture. There are many factors that influence
adjustment of international students to a new environment and it can include English
language proficiency and culture (Andrade, 2006).
Based on the research, many international students might experience
acculturative stress as reaction to being in a new environment that has unfamiliar
cultural values, custom, and expectations (Hijazi, Tavakoli, Slavin-Spenny, & Lumley,
2011). Moreover, many international students go through a transitional period which is
“a time when assumption and barriers in the home education system are impacting
upon the education process” (Kelly & Moogan, 2012, p. 27). During this period of
time, international students cannot learn effectively until they understand the new
educational system (Kelly & Moogan, 2012). Language institutes can play a
significant role in supporting international students by preparing them to successfully
5
adapt academically and culturally to their new environment (Liu, 2011). Based on the
research, this study attempts to investigate the experiences of international students
studying in a language institute in a major U.S. university. The researcher seeks to
ascertain if international students are having a difficult time adjusting their learning
style to the demands of the new culture. Further, this research seeks to find the
relationship between learning and adapting to the university culture in the U.S. A
further goal is to identify some activities and practices that take place in English
language institutes which help international students learn the culture of universities in
the Unites States and prepare them to join the university.
Methodology
For this study participants were selected from ELI (English Language Institute)
at Sacramento State University. The English Language Institute (ELI) at California
State University, Sacramento, is a suitable place for the study because many
international students in this institute are going through cultural transition. They are
newly arrived international students to the United States and have not had the
experience of cross cultural adaptation before coming to the U.S. Moreover, one of the
main goals of this institute is to prepare their students with the skills needed for
successful study in an “American” university environment. Eleven international
students who are 19 years or older and planning to join university in the United States
participated in the study. Also, four ELI staff members, including the Assistant
Director, and the conversation club trainers, were interviewed. The international
students were asked after completing the survey if they are studying English in ELI as
6
a part of preparing for their future goal which is studying in university in the United
States or if they are studying English in ELI for other purposes. Students who are
studying in ELI for other purposes were not included in the study. Five surveys were
omitted from the study.
The participation in this study was completely voluntary and the participants
were free to withdraw from participating at any time for any reason without penalty or
prejudice from the researcher. Participants’ identity was not included in the research
and all participants remained anonymous. A supplemental exploratory strategy was
used in this study. The qualitative data came from informal interviews, observations,
and analyzing the survey documents that were used to collect information about the
role the language institute plays in preparing international students for successful
university work. The focal areas of this research were on identifying activities and
practices related to university culture that take place in language institutes.
Moreover, the quantitative data represented in students’ survey questionnaire
was used to collect information about how these activities and practices help
international students learn the culture of universities in the U.S. and how this prepares
them to join a university and achieve academic success. The quantitative and
qualitative data was collected concurrently. First, the researcher observed and
participated in new students’ orientation and extracurricular workshop (conversation
club). The researcher took notes on the behaviors, activities, and practices that take
place in the mentioned settings. Moreover, the researcher made focus group
interviews, face-to- face interviews, and phone interview. The interviews involved
7
open-ended questions that are intended to elicit opinions from the participants. In
addition, the researcher used paper survey and was responsible of distributing them
and collecting them from the participants.
Definition of Terms
For the purposes of this research, the following definitions will be used:
Academic adjustment: “The degree of students’ success in coping with the
various educational demands such as motivation, application, performance and
satisfaction with the academic environment” (Rienties et al., 2012, p. 687).
Cultural competence: “The ability to successfully teach students who come
from different cultures other than your own” (Nieto, 2010, p.408).
Cultural shock: "Anxiety that result from losing all familiar signs and symbols
of social intercourse, which people do not carry at the level of conscious awareness”
(Liu, 2011, p. 78).
International students: Students on f-1visa studying in English speaking
country.
TOEFL test: "Test of English as a foreign language: TOEFL is a standardized
test of English for academic purposes, and is commonly used in university programs
as a benchmark of proficiency in English for entrance requirements"( teachingenglish-in-japan.net, 2012, para 1).
Transitional period: “A time when assumptions and differences in the home
education system are impacting upon the education process” (Kelly & Moogan, 2012,
p. 27).
8
University Culture: Shared values, customs, and ideas in the university such as
the students learning style, teachers- students’ relationship, and university academics.
Limitations and Delimitations of the Research
This study included only a small number of participants from ELI the English
Language Institute at Sacramento State University. This means that generalization of
the findings is limited. Student differences such as English language levels,
vocabulary level or cultural background may affect the outcome of this study. The
language barrier for some international students may affect the accuracy of their
responses to the interview questions or the survey. Lastly, despite the best efforts of
the researcher, there is a possibility of misinterpreting the data based on the
researcher’s own cultural background. University culture is a complex phenomenon
that has number of elements and this study examined only a few elements, including
the students learning style, teachers- student relationships, and university academic
components.
Organization of the Thesis
Chapter 1 provided and overview for this thesis, including the research
questions and the methodology used by the researcher. The thesis was developed with
the idea of investigating the role the language institutes play in preparing international
students for university life in the U.S. The researcher sought to identify some practices
and activities that take place in language institutes and how these can affect the
success of international students in a U.S. university. Specifically terms used in this
research and potential limitations and delimitations to this research were also
9
discussed in Chapter 1. Subsequent chapters discuss these areas in further depth.
Chapter 2 provides a more complete rationale for the research by examining the
current and relevant research of the leading experts in the field on the education of
international students. This research provides the framework and inspiration for the
thesis. Chapter 3 contains a detailed background of the language institute, research
subjects, data collection and analysis of the data. Chapter 4 discusses the research
findings in depth and Chapter 5 concludes with a summary, conclusions and
recommendations for further research.
10
Chapter 2
REVIEW OF THE LITERATURE
Introduction
According to the institute of international education, the number of
international students at colleges and universities in the United States has increased by
five percent to 723,277 during the 2010-2011 academic year (Open Doors, 2011).
Research indicates that many international students face challenges when they join
universities or colleges (Zhou, Jindal-Snape, Topping, & Todman, 2008). Many
academic institutes in the United States offer programs to help international students
to overcome cultural and academic challenges. In order to investigate the role of
language institutes in helping adult international students learn the culture of
universities in the United States and prepare them to join the university, it is pertinent
to explore the underlying components and applications. This chapter provides a review
of the literature pertaining to challenges that international students face, factors that
influence their adjustment, and ways for international students to adjust to a new
environment.
Overview of Challenges That Face International Students
Many of us cannot imagine how challenging it is to study abroad. It is hard for
international students who are attending universities in a culture different than their
own to adjust to the new environment and the new education system. To many
teachers, culture and language are the primary challenges faced by international
students while they interact in academic setting (Nieto, 2010). It is difficult for
11
international students to deal with problems of adjustment if they were aware of the
differences between their own culture and the new environment’s culture in advance.
It is even more difficult if the students were not aware and falsely assume that the new
society’s system operates like the one in their home country (Zhou et al., 2008). Many
university instructors appear to attribute the problem faced by international students
adjusting to their new academic setting to their reluctance to participate in discussions.
They also attribute this to a lack of understanding of their lecture content and
terminology, a heavy reliance on books, lack of independent learning and lack of
critical thinking skills.
The fast growth in the number of international students created many
challenges for the international students and the universities where they study.
According to research, universities suffer from issues such as communicating
effectively with international students (Arkoudis & Tran, 2010). Cultural competence
is central in increasing the understanding and improving relationships across culture.
Moreover, according to Nieto (2010) in the educational sector, cultural competence
has been defined as “the ability to successfully teaching students who come from
different cultures other than your own” (Diller & Moule, 2005, p. 2). Cultural
competence is “a set of congruent behaviors, attitudes, and policies that come together
in a system, agency, or among professionals and enable that system, agency, or those
professionals to work effectively in cross-cultural situations” (Diller & Moule, 2005,
p. 12).
12
In academic settings, problems arise between native teachers and international
students when basic cultural differences occur in day-to-day discourse. For example,
European American instructors are primarily teacher-centered, or provide mostly
direct instruction, expecting students to remain passive. International students who fail
to follow this normal pattern may be evaluated as problematic. Therefore, educators
must be aware of different worldviews they may encounter in academic setting (Nieto
& Booth, 2010). On the other hand, many international students are reluctant to
involve themselves in tutorial discussions because they come from cultures that have
different discourse patterns which are not appropriate in other cultures (Zhou et al.,
2008). According to research, different cultures value different types of skills. Many
international students go through transition periods. The transition period is “a time
when assumptions and differences in the home education system are impacting upon
the education process” (Kelly & Moogan, 2012, p.27). Understanding the international
students learning styles is important to help them adjust academically to the new
environment. According to the research, it is important for the teaching style to be
compatible with the learning style. This compatibility between learning and style and
teaching style will make the learning experience more affective and will help students
retain information for a longer time. Positive attitudes toward what they are studying
will also be an incidental benefit (Heffernan, 2010)
Moreover, Academically International students face challenges such as English
language barriers, developing relationship with advisors and professors, and getting
13
used to teaching and curriculum differences such as the expectation for class
discussion or questioning the teachers (Poyrazli & Grahame, 2007).
Factors That Influence Adjustment
There are many factors that influence adjustment and academic achievement of
international students. Adjustment challenges are primarily attributable to English
language proficiency and culture (Andrade, 2006). During the initial transition period
when the international student first arrives to the U.S., language barriers in particular
can negatively impact the students’ ability to adjust. During this period the students’
English level competency or discomfort when speaking English may impede their
interaction with the new community. This may make it difficult meeting their initial
needs. Moreover, dealing with the initial life stress might lead to academic stress
(Poyrazli & Grahame, 2007).
International students’ social life can be a barrier to adjustment. Social
adjustment describes how well students deal with the interpersonal-social demands of
studying, making friends and being part of social activities (Rienties et al., 2011).
During cross-cultural contact, people perceive themselves in a much broader context.
This can lead to anxiety-provoking changes in perceptions of self and identity (Zhou et
al., 2008). Also it can lead to suffering from cultural shock. According to Brown (as
cited in Liu, 2011) cultural shock "is anxiety that result from losing all familiar signs
and symbols of social intercourse, which people do not carry at the level of conscious
awareness” (p. 78).
14
International students face challenges in making new friends, coping with loss
of social support and developing a new social support system (Poyrazli & Grahame,
2007). Psychological experiences include factors such as homesickness, and feelings
of isolation can affect internationals students in their adjustment process (Poyrazli &
Grahame, 2007). Having supportive systems is very important for international
students. Loss or lack of social support can lead to lower academic achievement and
negative psychological experiences such as tension, confusion, and depression
(Poyrazli & Grahame, 2007). It is difficult for most international students to make
friends with the native students at the university. Usually English language proficiency
and the lack of common interest make it difficult for international students to make
friends with native students at the university (Lui, 2011).
Research has suggested that international students are more likely to graduate
when they feel at home, are well connected to fellow-students and teachers and take
part in extracurricular activities. Academic adjustment refers to “the degree of
students’ success in coping with the various educational demands such as motivation,
application, performance and satisfaction with the academic environment” (Rienties et
al., 2011, p. 687). Moreover, international students’ adjustment problems vary by
country of origin, race and ethnicity, and English language proficiency (Poyrazli &
Grahame, 2007). In addition, when teachers and students in academic setting come
from different cultures, research has shown that conflicts can occur (Nieto, 2010).
Moreover, mismatch in expectations between teachers and international students in
academic setting can cause learning-related problems (Zhou et al., 2008).
15
Modes to Adjust
Most of the research studies focus more on the international students'
challenges and learning practices rather than on the strategies and practices for
working with them and for helping support their educational attainment (Lui, 2011).
International students need to be resilient, adapt and develop coping strategies when
they engage in a cross cultural setting (Zhou et al., 2008). They have to find living
accommodations, learn the academic culture including how to interact with faculty,
other students, and different styles of teaching. Also, they need to learn how to make
new friends and develop a new social support system in the new country (Poyrazli &
Grahame, 2007). In addition, building relationships with students or faculty members
from the host culture helps in lowering the international students stress (Poyrazli &
Grahame, 2007). Further, engagement in extracurricular activities that are provided by
some universities or language institutes enhances international students’ adjustment
and results in a lower level of acculturative stress (Poyrazli & Grahame, 2007).
Summary
The literature review examined a detailed overview of the challenges, factors
that influence adjustment, and ways for international students to adjust in a new
environment. With that this in mind, the next chapter will look at the methodology
pertaining to the study.
16
Chapter 3
METHODOLOGY
Overview
In investigating the role of language institutes in preparing international
students for university and identifying some of the activities and practices related to
culture that take place in English language institutes, it is crucial to carefully analyze
the participants, tools, and procedures carried out in the study. Chapter 3 will describe
the ELI background, the population involved in the study, the study design, data
collection, instruments used in the study and procedures used in analyzing data.
Subjects
Subjects who took part in the study were 11 international students, ages 19-29,
at ELI, the English Language Institute at Sacramento State University. The English
Language Institute (ELI) at California State University, Sacramento was chosen by the
researcher to conduct this research study because of two essential reasons. First, many
international students in this institute are going through cultural transition. They are
newly arrived international students to the United States and had not had the
experience of cross culture adaptation before. There are approximately around 232
international students enrolled at ELI. Demographics at the institute are very diverse.
Recently, the Institute had students from Albania, Brazil, Canada, China, Colombia,
Egypt, Korea, Libya, Mexico, Morocco, Russia, Saudi Arabia, Taiwan, Thai, Turkey,
Turkestan, Vietnam, and Yemen. Second, the fact that one of the Institute’s main goals
17
is to prepare their students with the skills needed for successful study in an American
university environment (ELI, 2012) made it a suitable place for this research study.
Additionally, the school offers educational opportunities for international
students who want to learn English language skills. ELL’s staff consists of the
Director of the International Programs, a Program Manager, an Immigrant
Coordinator, two Program Representatives and a Senior Program Coordinator. What is
special about ELL’s faculty is that they speak other languages beside English which
can result in a better communication with the students who speak the same language.
For example, some of the stuff members speak Portuguese, Mandarin Chinese and
Spanish. For Instructional Paraprofessionals, ELL has 25 English teachers. Most of
them carry a master’s degree in TESOL. In addition, ELL had four volunteers in 2012.
The stated goals for ELI are the following:
ELI Goals as English Language Institute is to; transition the students from an
intensive English program to an academic program within a college or
university, prepare the students for college or university in the United States,
help students develop the skills necessary to gain fluency in English as a
second language (ESL), prepare students to communicate effectively in
English, provide general English skills for business, travel and educational
purposes, and introduce students to various aspects of American culture and
society. (ELI, 2012, para2)
18
Research Subject Selection
In this research study the subjects (students) were selected randomly without
regard to their English language level, classroom performance, nationality, or age.
Students selected in the study were 18 and older, and planning to study in academic
institution in the United States. The international students were asked after completing
the survey if they are studying English in ELI as a part of preparing for their future
goal which is studying in university in the United States or if they are studying
English in ELI for other purposes. Students who are studying in ELI for other
purposes were not included in the study. Five surveys were omitted from the study
because their goal was to study a second language and not to join a university in the
United States.
In this study, it is important that the subjects are international students and
planning to study in university in the United States to investigate the language institute
role in preparing them to overcome the challenges before they join the university, so
when they join the university they already developed a full understanding of
universities culture, and this can allow them to focus more on the academic part of
learning.
Instruments
In order to collect the most information possible, a variety of tools were used
to collect data to investigate ELI role in preparing international students for university
life and identifying some affective strategies and practices related to university culture
19
that take place in the language institute. These were interviews, observations,
analyzing electronic documents, and students’ survey questionnaire.
The Study Design
The quantitative and qualitative were collected sequentially. First, the
researcher made focus group interviews and phone interviews. Then, the researcher
observed the orientation that was done for new students and an extracurricular
workshop .The researcher took notes on the behaviors, activities and practices that
take place in the aforementioned setting. In addition, the researcher analyzed the
students’ yearbook. The researcher also used paper survey and was responsible of
distributing them and collecting them from the participants.
Qualitative data was analyzed using the constant comparative method (Strauss
& Corbin, 1990) whereby line, sentence, and paragraph segments of the transcribed
interviews and field notes were reviewed to decide what codes fit the concepts
suggested by the data. Each code was constantly compared to all other codes to
identify similarities, differences and general patterns. Data was reduced and analyzed
by means of thematic codes and concepts.
Interviews
An interview was conducted at the beginning of the study with the Associate
Director of ELI to identify some of the activities and practices offered by the language
institute for international students. The interview included two main questions eliciting
the language institute role in helping international students learn university culture.
20
The interview was held on October 19, 2012 at 2:00 pm with the Associate Director of
the ELI.
The interviewee was informed of the purpose of the interview and the
questions to be asked were e-mailed prior to the interview. The participant was very
open and shared her views and thoughts willingly. She talked about ELI’s philosophy
in working with international students, and some of the academic, social, and
counseling services offered for international students in ELI. (See Appendix A for the
interview questions). Moreover, another staff interview was also conducted at the
beginning of the study with the conversation club voluntary trainees to identify the
goals of the club and assess the international students’ engagement with the club. The
interview included two main questions eliciting the role of the workshop in teaching
international students university culture in the U.S.
A focused group was held on October 25, 2012 at 4:00 p.m. with 3 volunteer
trainees from the conversation club. The interviewees were informed of the purpose of
the interview. The participants were very open and shared their views and thoughts
willingly. They talked about the goals and purpose of the conversation club. (See
Appendix B for the interview questions).
Student Interviews
Moreover, the survey questionnaire was supplemented with follow-up student
interviews. Student interviews were conducted at the end of the study as a follow up to
the survey that was given. The interview included three questions eliciting more
information from the students about their responses to the survey. The interview was
21
administered individually by the researcher. Students were giving the interview
questions on paper then they responded to the questions in writing. (See Appendix C
for students’ interview questions).
Observations
Observations were carried out during the study to obtain data on what the
institute offers to the students and the students’ reaction to it. Since information,
practices, and strategies related to university culture were usually displayed during the
new students’ orientation and workshops, both of these meetings were observed.
New Students Observations
The researcher observed 60 minutes of new students’ orientation in ELI.
Informal note-taking was used during the observation. The researcher was introduced
to the staff and instructors who are participating in the orientation. The researcher was
able to listen to the staff and instructors presenting, observe the students responses and
interactions during the session. (See Appendix D for students’ handout).
Conversation Club Workshop
In addition, the researcher observed 60 minutes of the conversation club
workshop. An informal note- taking was used during the observation. The researcher
was able to listen to the trainees presenting and participating in the group work with
students.
Electronic Document
In addition, the researcher analyzed ELI Yearbook spring 2012. The yearbook
is created by students enrolled in ELI. The yearbook is divided into the following five
22
main parts; academics, activities, ELI culture, student life, and student pictures (ELI,
2012). It was important as part of this study to analyze the yearbook since it provided
an authentic example of the type of practices that are both representative of U.S.
educational culture and that is used by the institute to promote the development of
U.S. culture. Note should be taken that the researcher became a participant-observer
and was included in the activities from the yearbook.
Survey Questionnaire
The researcher generated survey questionnaire for the students. The purpose of
the survey was to assess international students’ knowledge about university culture in
the United States. The survey questionnaire included eight questions compiled by the
researcher. The survey was divided in to three main parts. The first part asked about
nationality, age, and gender. The second part included four questions based on yes or
no scale. The third part included one open ended question. (See Appendix E for the
students’ survey questionnaire). Each of the questions, collectively and independently,
was intended to ascertain both structural and affective aspects of acculturation to
university life in the U.S. The goal was to follow a comparative cross-cultural model
and to compare the participants’ home culture with their initial understanding of
culture in the U.S. Triangulation between the various data sources used in this research
is intended to provide a holistic understanding and lead to providing a profile of
activities and practices that socialized international students to university life in U.S.
universities.
23
Summary
In summary, this study involved 11 international students and 4 ELI staff
members. Various tools were used for the purpose of data collection, including
observations, interviews, analyzing an electronic documents and survey
questionnaires. The researcher used a sequential exploratory strategy in this research
study. This chapter described ELI’s background, population involved in the study,
design of the study, data collection, instrumentation used in the study and procedures
used in analyzing the data. Chapter 4 gives an account of the findings and results
obtained from this study.
24
Chapter 4
ANALYSIS OF THE DATA
Chapter 4 will analyze the findings in this research study. Data was brought
together from interviews, observations, analyzing documents and survey
questionnaires from students. The goal was to evaluate the role of a language
institute’s practices and strategies for teaching international students “American”
university culture. The process of socialization into U.S. academic life was the
ultimate goal for this study.
Survey Questionnaire
Students participated in an eight questions survey which elicited student age,
nationality, gender, and students’ knowledge about university culture in the United
States. The first part of the survey questionnaire asked about nationality, age and
gender. The second part included four binary questions based on “yes” or “no”
responses. In turn, the third part included one open ended question. According to the
survey 54% of the international students participated in the study were females and
45% of the international students were males. Also 54% of the international students
were between the ages of 18-24 and 45% of them are between ages 24-29. Moreover,
63% of the students who participated in the study were Saudi, while 27% of the
students were Korean, and 9% of the students were Chinese. Figures 1, 2, and 3 show
these statistics.
25
Figure 1. Gender of Participants.
Figure 2. Nationalities of Participants.
26
Figure 3. Age of Participants.
The survey discovered that 90% of the students said that university system in
the United States is different than the university system in their home countries, and
9% claimed that they are similar. Figure 4 shows these statistics.
100%
80%
60%
Yes
No
40%
20%
0%
1
2
3
4
Figure 4. Is the University System in the United States Different Than the University
System in Their Home Countries?
27
1. Do you feel that universities in the U.S. are different than universities in
your country?
2. Are you learning about the American culture?
3. Do you feel that you are ready to study in university in the U.S.?
4. Did your studying style changed after studying in ELI?
The percentage suggests that the students are aware of the differences between
the educational system in the United States and the educational system in their home
countries. Overall, ELI helps international students recognize the differences between
the students’ education system in their home country and the education system in
American universities. In addition, it helps the students learn about university culture
in the United States. These results supports ELI‘s philosophy and is consistent with
California State University Sacramento’s academic policies in preparing international
students for the university’s academic system. Moreover, according to the data that
was collected, it appears that international students in ELI are learning university
academic policies as well. During the new students orientation the students were
introduced to the grading system, academic honesty policy and classroom
expectations. This was clearly in evidence.
From analyzing the survey, it was found that 72% of the students said their
learning style changed after studying in the language institute, and 27% said that said
their learning style did not change. The survey discovered that 90% of the students
said they are learning about American culture and 9% of the students said they are not
28
learning about American culture. The results of the data suggest that the language
institute helps international students learn about American university culture in a
friendly environment.
The survey reflected that 45% of the students claimed that they think they are
ready to join universities in the United States and 54% of the students said they were
not ready to join universities in the United States. The majority of students who
asserted that they were not ready to study in an American university related this
perception to their English language proficiency. They did not feel that they had
enough proficiency in English to be successful in a U.S. university. In contrast, the
students who claimed that they were ready to join an American university attributed
this view to their own sense of competence in both the language and culture. In
addition, only one student claimed that she is not ready to study in an American
university because she needed more time to understand the education system in the
United States and that she does not know many things about the education system
such as applying to the university or adding classes. Also, she claimed that she lack
English language proficiency as well.
Based on the data, an obvious pattern emerged indicating that students’ focus
on learning the English language and developing their proficiency in it. Although
language proficiency and learning university culture both important for academic
success, it seems that international students focus on developing their language
proficiency more than learning the university culture. Moreover, the findings from the
conversation club focus group interview are consistent with the survey findings.
29
According to the interview findings, one of the main goals of the conversation club is
to help the international students achieve their goals as international students. This
could include either learning the language and/or culture. However, according to the
trainers many international students goal in the conversation club is to learn many
vocabulary words to help them pass the TOFEL test.
Interviews
The interview with the Assistant Director took place at the beginning of the
study. The Assistant Director was interviewed through the phone by the researcher and
was asked two open ended questions regarding ELI language program and ELI
international students. The purpose of the interview was to elicited information about
what the ELI language institute offers for the international students.
Staff Interview
When the assistant director was asked how the language institution deals with
challenges that face international students, she explained that ELI follows the holistic
philosophy when they deal with their students. They view the students as a person and
they are sensitive to the fact that most of their students it is the first time for them to
leave their country for a long time. Before the students come to the United States, the
students receive a packet from ELI which has information for the students. The
purpose of the packet is to assess the students in every possible way.
Moreover, one of ELI goals is to build good relationship with the students.
After the international students come to the United States, they attend an orientation
for a week. During the first day of the orientation week, the students do a placement
30
test. Then they have the chance to meet other students and the instructors make sure
that all the required papers are completed. During the second day of the orientation
week, the students go on a trip to downtown. The purpose of the trip is to give the
international students the opportunity to meet people and practice English. During the
third day of the orientation week, ELI provides a detailed orientation that covers topics
such as attendance policy, immigration requirements and available workshops.
Moreover, when the assistant director was asked what about some activities or
strategies that the institution provide or uses to help international students adjust, she
answered that through the conversation club ELI students are matched with American
students studying in the university. In addition, ELI offers counseling through the
psychology department at Sacramento University. All of these activities and practices
help international students adapt to the new environment and overcome adjustment
barriers.
Student Interview
Student interviews took place at the end of the study. All students were
interviewed together by the researcher and were asked to respond to the interview
questions in writing. The purpose of the interview was to elicit more information from
the students about the survey questionnaire.
In the students interview the students were asked how their studying style
changed, the students answers are provided below:
31
Table 1
How did Your Learning Style Change?
Responses
Frequency
Creating time for studying
1
Learning to write
1
Studying on a daily bases
1
Through communicating in English
1
Use American style to learn
3
With help of the teachers
1
Students were asked how they are learning about American culture, responses
provided below:
Table 2
How do You Learn About American Culture?
Responses
Frequency
Interacting with native speakers
4
The institute’s classes
4
Social activities
1
Comparing it to my culture
2
32
The students who said they did not learn anything about American culture
responded with following answers:
Answers include typos.
"Becoues I did not know any guys American."
"I am still studying English.”
In addition, the students who said they are ready to join universities in the
United States were asked why they think they are to do so. The following responses
were provided (answers include typos):
Table 3
Why do You Feel Ready to Join a University in the United States?
Responses
Frequency
“I have good English skills”
4
“I know a lot about the American culture”
1
The students who replied negatively and said that they think they are not ready
to join universities in the United States were asked why they think they are not ready.
The following were their responses as to why they thought they were not ready to join
universities in the United States:
33
Table 4
Why do You Feel You are Not Ready to Join a University in the United States?
Responses
Frequency
"I learn paragraph but not essay and speak."
1
"My English is not good."
4
"I need more time I don't know the education system I
1
don’t know how to apply or add classes and my
English is poor."
On the survey’s open ended question, the students’ answers varied when they
were asked about some of the activities or workshops that they attended in ELI and
found helpful in learning more about education in the United States. They were also
asked why they thought they were helpful. They responded as follows:
Table 5
What ELI Activities are Helpful in Learning About American Education?
Responses
Frequency
Writing and speaking skills
1
American culture / English
1
Conversation club
5
34
After analyzing the students’ interviews it appears that the majority of the
students are aware of the changes that are happening in their learning style after
studying in ELI and can directly refer to them. Moreover, the majority of the students
appear to be learning about American culture while studying in ELI. It seems that the
students associated language proficiency with doing well at the university. Finally,
only seven students answer the open ended question in the survey. The students’
answers were short and consisted of two to three words.
Observations
New Students’ Orientations
The orientation was divided into three parts. The first part covered the
academic information provided by the language institute. There were a series of
presentations wherein the presenters used PowerPoint to presents the academic
information the students. International students were introduced to information such as
the program levels in details, available workshops, program expectations and polices
and classroom expectations and behavior. The second part covered the immigration
information. The presenter used a PowerPoint that was very clear and full of imagers
and visuals. The presenter covered the important immigration registration documents.
Moreover, the institute offers the same orientation in the students’ native language
which covers the same information introduced in the orientation in English. (See
Appendix F for the Arabic orientation PowerPoint)
35
The Conversation Club
The workshop started by introducing the new topic which was” American
Politics”. The voluntary trainers wrote vocabulary words on the board then they
discussed the meaning of each word with the class. They then formed working groups
to discuss the topic in detail. Each group had two American students and two
international students. Each group was discussing the vocabulary words and made sure
to ask if the international students had questions about the topic being discussed. Each
group member had the chance to listen to a detailed answer from the group members.
At the end of the workshop the voluntary trainers mentioned the upcoming events for
coming next week.
From analyzing the observations it appears that ELI instructors were aware of
the academic challenges faced by international students because of cultural
differences. Further, they are trained to teach students whose English is not their first
language. ELI tries to introduce and familiarize their students to their academic system
by providing information packet, new student orientation and providing students
handouts. Also the students are encouraged to ask questions. This is very important
since it provides students with an implicit understanding that students are expected to
ask questions in the U.S. It seems that ELI is aware of the challenges faced by
international students and tries to mitigate them by providing international students
with strategies and ways to adjust to their new environment.
36
The Yearbook
A major source of incidental data to this research came from a yearbook that
ELI develops. This yearbook is co-author by the international students and this
research became an incidental participant in it. The yearbook is created by students
enrolled in ELI. The yearbook is divided into the following five main parts:
academics, activities, ELI culture, student life and student pictures. The yearbook
provided models for teachers-student relationships in academic settings. In addition,
the teachers talked about themselves and gave advice to the students. This is helpful in
creating a welcoming and supportive environment for the students. Also the yearbook
shared the experiences from some of ELI’s former students after they joined
universities in the United States. These were treated as stories of successful adjustment
to university life. Sharing such experiences can serve as a role model to ELI students
and can also serve as a source of motivation. Moreover, the yearbook provided tips for
international students on how to get over culture shock. In addition, it included helpful
information about universities in the United States. An example of information
designed to help international students learn about university culture in the United
States appeared in the yearbook is provided below. Note should be taken that it
includes typographical errors from the students themselves:
Teacher Students’ Relationship

"Be carious .. It is easy to learn if you are truly interested in what your'e
learning about"

"ELI students- you can succeed... I was an ELI student just like you"
37

"Pleas come by the office and visit me I would love to get to know more
about you and your culture...."
Students’ Experiences

"The strategies to being a successful student are to follow your teacher's
syllabus do the things the teacher ask you to do and ask questions every
time you can't understand by yourself"

"speaking with native speakers in a casual setting helps..."

"The best thing to do is speak with native speakers and get interrelated with
them"

"The curriculum the ELI uses is adequately suitable for the students who
seek a college degree"
Information About University

"a statement of purpose does three things: it tells the story of your past both
academically and professionally, and most importunely , about what you
want to do in the future."

"..universities want to know why you have chosen them! Also if have much
volunteer work experience, it will really helpful for your application
because America universities value volunteer work experience especially
that is related to your field"

Finally, by analyzing the data in the yearbook, it appears that the various
topics and aspects that were discussed in the year book are a great source
38
of information that would help in creating awareness about the American
university culture for international students in the English language
institute.
Summary
In summary, this chapter synthesized the data from observations, staff
interviews, analyzing document and students survey questionnaires to evaluate the role
of a language institute in teaching international students the “American” university
culture. Moreover, the claims that emerged from the data were discussed in depth.
Chapter 5 will provide a conclusion, summary and recommendations for further
research
39
Chapter 5
SUMMARY, RECOMMENDATIONS, AND CONCLUSION
This research study investigated the role of language institutes in helping
international students learn university culture. It also identified some activities and
practices related to university culture that take place in a language institute and
promote the socialization into U.S. university culture. The research questions were:
What is the role of the language institute in helping international students learn
university culture? What are some of the activities and practices related to university
culture that take place in the language institute for international students? How can the
activities and practices help international students learn the culture of universities in
U.S. and prepare them to join the university? These questions guided the researcher
during the collection of the relevant data. This chapter includes a summary of the
study, conclusions reached pertaining to the guiding questions from this research
study, limitations, recommendations and suggestions for future research.
Summary of the Study
The purpose of this study was to investigate the role of a language institute in
helping international students learn university culture in the United States. Moreover,
this study identified some of the activities and practices that take place in language
institutes that can help international students learn about the university. According to
Kelly and Moogan (2012) it is essential for international students to adapt to the new
educational system before any effective learning can occur. Moreover, building
relationships with faculty members or students from the host culture helps
40
international students to overcome the challenges they face (Poyrazli & Grahame,
2007). According to Zhou et al. (2008), it is difficult for international students to deal
with problems of adjustment if they are not aware of the differences between their
own culture and the new cultural environment. It is worse when international students
assume that the new society’s system operates like their home country’s system. Many
international graduate students believe, based on their positive English learning
experience in their home countries, that they can join a university in a new
environment and achieve academic success (Liu, 2011).
The findings of the previous studies were evaluated at the ELI (English
Language Institute) at Sacramento State University. A qualitative and quantitative
approach using interviews, observations, analyzing electronic document and surveys
was used to investigate activities and practices related to university culture that take
place in a language institute. After completing the observations, analyzing the
students’ yearbook spring 2012 and the interviews and discovering what the language
institute offers for international students, the students completed a paper survey
questionnaire. In analyzing the data accumulated from the research, it was found that
the language institute helps the international students in learning the university culture.
Specific approaches are noted in the next section and the researcher engages in a
discussion determining the extent to which the research questions were answer.
41
Findings in Regards to the Research Questions
How the Language Institute prepares international students to join the
university?
Data from observation, interviews, surveys and analyzing the intentional
students’ yearbook validated that the language institute ELI help international students
learn about the university culture in the United States in various ways. First, the
language institute follows the academic polices of the university, which allow the
students to get familiar with the academic system before they join the “regular”
university. The language institute offers workshops that help teaching the students
more about university culture. For example, the language institute offers a workshop
for the students to teach them the process of applying to the university and writing
some required papers for the university such as the statements of purpose. Moreover,
the language institute helps the students adjust to the new environment by trying to
mitigate most of the challenges faced by international students. Through the language
institutes’ workshops, the language institute helps the students meet native students,
have friends and builds a new supporting system.
What are some of the activities and practices related to university culture that
take place in the language institute for international students? How can the
activities and practices help international students learn the culture of
universities in United States and prepare them to join the university?
According to the data from observations, interviews, surveys and analyzing the
intentional students’ yearbook, the language institute offers direct and indirect
42
activities and practices that are related to university culture. For example, new
students’ orientation, the conversation club and the yearbook include information
about university culture. ELI helps the students adjust to the new environment by
providing modes to adjusting to life in the U.S. This includes such practices such as
the conversation club and the new student orientation. In sum, ELI in helps
international students adapt to the new university educational system by following the
university’s own academic policies. Furthermore, through the workshops provided, the
students are introduced to many aspects of the university culture in the U.S.
Limitations
Though the study provided many useful information about the language
institute, there were certainly some limitations that may affected the efficacy of the
study and that may require further research. The first limitation is that the study
included only a small number of participants from ELI (English Language Institute) at
Sacramento State University. This study was limited to a population of 11
international students. This means that generalization of the findings is limited to this
small sample size. A larger population size that includes different language institutes
could have strengthened the results of the final product. Student differences such as
English language levels, vocabulary level or culture may have affected the outcome of
this study. A further limitation in the study was the English language proficiency itself
from those that participated in this research. The language barrier for some
international students may have affected the accuracy of their responses to the
interview questions or the survey. Most of the students’ responses were short and
43
included typos, which could lead to misinterpreting them by the researcher. The data
collected has to be mitigated by this factor. University culture is a complex
phenomenon that has number of elements and this study examined only a few of those
elements, including student learning styles, teachers-student relationships and
university academics. The researcher chose to analyze only the latest edition of the
student yearbook, which may has to mitigate the findings from this study. Lastly,
despite the best efforts of the researcher, there is a possibility of misinterpreting the
data through the cross-cultural mismatch that may have existed between the
participants.
Implementation and Recommendations
In the final analysis to this research and reflecting on the process carried out,
there are many areas that could have been changed or implemented differently to
ascertain a more effective outcome. The interview questions and the survey open
ended question require the students to write. This may have been led students not to
respond adequately or may have limited their responses to short answers consist of one
or two words. Perhaps allowing the students response in their native language may
have helped them provide more information. To overcome the language barrier in a
future survey questionnaire, the researcher will encourage students to use their native
language in answering the open ended questions. Students will be able to express their
point of view in greater details when they use their native language.
Moreover, the language institute should raise awareness among students
regarding the different learning styles that professors use in the classroom setting and
44
include extensive discussions on the differences between student-centered or teachercentered instruction. In addition, the language institute should encourage students to
learn the university culture by attending workshops or asking specialized people about
things that they know little about. The language institute should also encourage
students to attend orientations when they join the university to have a better
understanding about the American culture inside the university.
Suggestions for Future Research
There is a definite need for continued research that examines the role of
language institutes in helping international students learn university culture in the U.S.
This study focused on the activities and practices related to university culture that took
place in an English Language Institute at a major university. Future studies may want
to address the academic achievement of international students from English Language
Institutes and its relationship to levels of awareness of the American university
culture.
Also, other studies may also want to compare the academic achievement of
international students who studied in a language institute before they join American
universities and international students who did not study in a language institute before
they joined an American university. Finally, other research study may want to address
other practices and activities that helped in creating awareness about the university
culture.
45
Conclusion
Findings revealed that ELI the helps international students learn the university
culture and offers many activities and practices that are related to American university
culture. As a result, the international students’ learning style changed after studying in
ELI. They were aware of the differences between the educational system in the United
States and their home countries and they associated achieving academic success in the
university with English language proficiency. They also associated learning about
American culture with having native friends. These outcomes support the necessity to
introduce American university culture to international students’ before they join a U.S.
university.
46
APPENDIX A
Staff Interview Questions
47
Staff Interview Questions
1. What are the challenges that face the international students in ELI? How ELI
deal with those challenges?
2. What are some of the activities or strategies that the institution provide or use
to help international students adjust socially / academically?
48
APPENDIX B
Staff Interview Questions
49
Staff Interview Questions
1. What are the goals of the conversation club?
2. How can the conversation club help the international students learn about
university culture?
50
APPENDIX C
Students Interview Questions
51
Student Interview Questions
1. How did your studying style change after studying in ELI?
2. How did you learn about the American culture?
3. Why do you feel that you are ready to study in university in the U.S.? or why
not
52
APPENDIX D
English Language Institute Program Information
53
54
55
56
57
58
59
APPENDIX E
Students’ Survey
60
Students ‘Survey
1. What is your Nationality?
2. How old are you?
3. Gender?
Female
Male
4. Do you feel that universities in the U.S. are different than universities in your
country?
Yes
No
5. Did your studying style changed after studying in ELI?
Yes
No
6. Are you learning about the American culture?
Yes
No
7. Do you feel that you are ready to study in university in the U.S.?
Yes
No
8. What are some of the activities or the workshops you attended in (ELI) helped you
learn more about education in the U.S.?
61
APPENDIX F
Sacramento State English Language Institute
62
63
64
65
66
67
68
69
70
71
72
73
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