Exploring The Impact of Acculturation Strategies on Academic Achievement: Case of Nigerian Students at University of Ain Temouchent

Abstract

In recent years, Algeria has experienced a significant influx of foreign students in higher education, resulting in a notable shift towards blended classrooms. Amidst the cultural diversity prevalent in today’s universities, foreign students embark in a journey fraught with challenges and opportunities that influence their cross-cultural and academic journey. In response to this phenomenon, the present study examines the socio-cultural and academic journey of foreign students, with a particular emphasis on their acculturation and its influence on their academic achievement. Additionally, this study aims to uncover the impact of the transitional phase on students’ identities. The investigation centers on an exploratory case study that consists of Nigerian English as a Foreign Language (EFL) students from University of Ain Temouchent. To explore these aspects accordingly, the researcher opted for a mixed method design, implementing two distinct interviews; one for EFL teachers and another for students, besides an adjusted acculturation measure on a total of eight Nigerian EFL students. To ensure validity and reliability of the results, the selected tools were subject to thorough analysis using mixed methods approach. The results revealed that five students adopted integration strategy, while two adopted separation strategy, however, the majority exhibited low levels of academic success. Moreover, students maintained a strong ethnic affiliation. Overall, the findings indicated that there is no direct influence of the acculturation strategies on neither students’ identities nor their academic achievements, as the latter is attributed to other factors including academic competence and language proficiency. As a result, this study represents a significant contribution to the literature of acculturation among international students within the educational environment, more precisely within the Algerian context