scholarly journals The Predictive Validity of the IELTS Test and Contribution of IELTS Preparation Courses to International Students’ Subsequent Academic Study: Insights from Vietnamese International Students in the UK

RELC Journal ◽  
2021 ◽  
pp. 003368822098553
Author(s):  
Chau Ngoc Dang ◽  
Thi Ngoc Yen Dang

International English Language Testing System (IELTS) scores have been widely used as the language entry requirements for international students in many English-medium universities. However, research on the predictive validity of IELTS on subsequent academic performance has been inconclusive. Additionally, despite the proliferation of IELTS preparation courses, very few attempts have been made to explore the extent to which these courses support course takers’ development of knowledge and skills needed for their subsequent university study. This paper investigated (a) the predictive validity of IELTS results on the subsequent academic performance of Vietnamese international students at UK universities, and (b) the extent to which an IELTS preparation course in Vietnam supported its course takers in their subsequent academic study in the UK. Questionnaires with 80 Vietnamese international students from 31 universities across the UK showed that there was a positive significant correlation between these students’ IELTS scores and their academic results. Follow-up interviews with two undergraduates and two postgraduates who had previously studied in the same IELTS preparation course, but were studying different academic disciplines at different institutions in the UK, and analysis of the materials used in their IELTS preparation course and university courses revealed that the course positively supported these students’ subsequent academic study, but certain skills and knowledge needed in their academic study were not effectively covered in the IELTS preparation course.

Author(s):  
Faizah Mohamad ◽  
Normah Abdullah ◽  
Turisiana Ahmad Buhari ◽  
Nor Shidrah Mat Daud ◽  
Zarina Suriya Ramlan ◽  
...  

Graduating students of UiTM are required to sit for English Exit Test (EET) whose objective is to gauge students’ English proficiency level and their readiness for the workplace. Since the test is administered before students finish their studies, it is important to examine if EET has a predictive validity in determining the academic performance of UiTM students. We use the students’ CGPA (Cumulative Grade Point Average) to gauge their academic performance and English language proficiency since English is used as a medium of instruction at UiTM. A four-part predictive validity study was conducted on the relationship between students’ EET performance and academic achievement. A sample of 1,436 students’ EET results and CGPA from various faculties were analysed based on the results from four semesters which were 2016/2, 2016/4, 2017/2 and 2017/4. The relationship among the scores were summarised with correlation coefficients and a series of one-way ANOVA tests were run to see if there were any significant mean differences in the scores based on faculties in a span of two years. The findings revealed that there were positive correlations between students’ EET results and their CGPA. Thus, it can be concluded that EET has the predictive validity for students’ academic achievement which is the CGPA. The present study also found that EET can be considered a good test as the results of EET could differentiate good students from weak ones. This was determined by running a series of One-way ANOVA tests. The results revealed that faculties whose students had high English proficiency level scored better in EET than those whose students who had low English proficiency level. Therefore, the findings indicate that EET has a potential in differentiating high English proficient students from low English proficient students for their language readiness in the workplace.


2021 ◽  
Vol 4 (1) ◽  
pp. 105
Author(s):  
Arham Mauriyat

The International English Language Testing System (IELTS) has become one of the most widely used measurements of English proficiency in the world for academic, professional and migration purposes. For universities in particular, it is expected that applicants’ IELTS scores closely reflect their actual ability in communicating and doing their assignments in English. This study examines the authenticity and predictive validity of the writing section in the IELTS Academic Module by reviewing relevant research on IELTS within the last two decades. In general, those studies have provided evidence that the IELTS writing test suffers from low authenticity and predictive validity, and is thus an inaccurate predictor of a candidate’s performance in writing real-life academic tasks.


2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Aahmari A ◽  

I have published a case study about how British universities −who offer radiographic reporting programs for radiographers− put admission conditions and tuitions on radiographers in three categories which are; British citizens, European citizens, and internationals [1]. I compared the three categories by collecting the data from the universities’ websites directly. The case study has a simple methodology which is clearly explained in the paper [1]. The case study showed that there is no English language requirements for Europeans due to the Bologna Agreement in June 19, 1999 and the Copenhagen Declaration in November 2002. The English language is not the mother tongue of any European country besides the UK. The tuitions for international students are very high compared to the UK/European citizens where they (UK/European) have the same low tuition. In addition, the international students can’t join approved programs from the HCPC, while UK/European citizens can join HCPC approved programs. The interpretation modules are not allowed for international students and they are allowed for UK/ European students. Training, ability to have the HCPC registration, and the ability to work all are allowed for UK/European citizens, while international students are not allowed to do so. After I published this case study which shows the facts in solid data that there is segregation on all levels and discrimination against international Radiographers, the Society and College of Radiographers and the Head of Radiography Education sent two letters threatening the journals Editors and I [2,3]. They said they are so perfect and they do not have any discrimination whatsoever [2,3]. They demanded to remove the paper from the online source and publish an apology [2,3]. They threaten and bullied me and the journal editors that they will legally be suing us for defamation. Therefore, I publish this letter challenging them to sue me. What I have published is accurate 100% and I did not make the numbers from my head. I collected the data from the universities’ websites directly. All that they claimed in their letters are wrong and emotionally driven. They did not stop here, no they continued by sending their trolls to report my researchgate account to suspend my account for more than one month. Is well known that the HCPC and the British media when someone is not British get suspended or not allowed to do any medical practice in the UK for any issue, the British media and HCPC publish their names, age, gender, ethnicity, nationality, and what mistake they did, but when the person is a white British citizen, the HCPC and the media tend to hide their identity and usually they get suspended for a short period of time. The HCPC, Society of Radiographers, and Heads of Radiography Education are discriminating on all levels against us as international radiographers and this is supported by numbers and solid data. They claim that they are so perfect and do not have any issue. This level of denial indicates that there is a massive issue and this is only the tip of the iceberg. The Society of Radiographers did not help the UK or international Radiographers in any way, shape, or form. Instead of denying their discriminatory behaviors against us, they should help the international Radiographers to rebuild their health care sector which collapsed after the pandemic (i.e. SARS II CoV a.k.a Covid-19). They have already a large shortage of Radiographers in the UK and with these behaviors, they will never solve the problems which the British citizens face every day in UK hospitals. No one should forget the number of international health care workers who sacrificed their lives during the pandemic to help the patients in the UK.


2015 ◽  
Vol 5 (1) ◽  
pp. 60-71
Author(s):  
Nara M. Martirosyan ◽  
Eunjin Hwang ◽  
Reubenson Wanjohi

Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year of college. Statistical analyses revealed significant differences in language proficiency and multilingualism in relation to academic performance. The highest mean GPA was evident among students who had reported high levels of self-perceived English language proficiency, and among students who spoke at least three languages.


2020 ◽  
Vol 5 (21) ◽  
pp. 138-159
Author(s):  
Irma Wani Othman ◽  
Muhammad Safuan Yusoff ◽  
Siti Aidah Lukin @ Lokin ◽  
Romzi Ationg ◽  
Abang Mohd Razif Abang Muis ◽  
...  

The phenomenon of globalization catalyses the mobilization of international students to pursue higher education abroad. Malaysia is one of the destinations for international students where the advantage is synonymous with the country’s increasingly proactive internationalisation policy in recruiting international students. This initiative was taken to boost the position of Malaysian Higher Learning Institutions in the global league of prestigious education hub ratings. Therefore, the objective of this study is to focus on studying the feedback of the experience of the process of adaptation of international students’ independence which is the key to the arrival of these groups to this country. A qualitative approach using semi-structured interviews which involved 40 in-depth interviews of international students currently studying at four selected public universities. The findings had proven that there is a link between the adaptation of independence and sustainability of the academic performance of first-year students. The factors that have a different impact on the adaptation of international students’ independence are seen in the context of (i) English language as a medium of teaching and learning, (ii) ongoing accreditation, (iii) offering contemporary and added value programmes, (iv) customer satisfaction and service quality assurance and (v) university reputation recognition. The findings discussed in this paper are valuable information not only for prospective international students who wish to further their studies abroad but can also be used as a guideline for the universities’ management in understanding the implications of self-adaptation that has continuity with academic achievement among international students.


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