Abstract
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? 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. 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 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.