| The number of international students at colleges and universities in the United States increased to a record high of 623,805 in the 2007-08 academic year (Open Doors, 2008). In order to assist more non-native English speaking students to adjust to academic life in the United States, many universities offer a language bridging program which combines university degree courses with ESL classes. The purpose of this study was to examine the effectiveness of the ELI Language Bridging Program at Arkansas Tech University (ATU) on academic achievement and language anxiety within 167 Chinese and Japanese students who were divided into two groups. This study used a causal-comparative research methodology. Both quantitative and qualitative research methods were used to gather data. Data were collected using the English Foundational Composition grades, the English Composition I grades, the Mathematics (Beginning Algebra) grades, the overall Grade Point Average (GPA), the Foreign Language Classroom Anxiety Scale (FLCAS) and interviews with students. The independent sample t-tests showed that there was not sufficient evidence of a difference between the means of the bridged group and the non-bridged group in the scores of anxiety level, their average English Composition I course grades, their average Mathematics course grades and their average overall GPAs. Data also showed that there was sufficient evidence of a difference in the means of the average English Foundational Composition course grades between the two groups. Qualitative data indicated that the respondents had a positive attitude toward the Language Bridging Program at ATU, and they believed the program helped facilitate their academic achievement. The findings of this study can help educators have a better understanding of the effectiveness of the bridging program, ultimately creating more successful education programs to recruit more students from every country in the world. |
