Chapter 5. Student Outcomes in Chinese Two-Way Immersion Programs: Language Proficiency, Academic Achievement and Student Attitudes

In order to test the general utility of models developed in the US for explaining university outcomes of Canadian and international students, a three year study is currently underway at four Canadian universities. As a first step in this research, a pilot study with two objectives was conducted at York University in Toronto. The first objective is to compare the experiences and outcomes of domestic and international students in their first year of study. The second objective is to test the applicability of a parsimonious general model of student outcomes derived from examinations of American students to Canadian and international students studying in Canada. The specific outcomes examined are academic achievement, credit completion, and program satisfaction in the first year of study.

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A longitudinal study at an English medium instruction university in Turkey: the interplay between English language improvement and academic success

Applied Linguistics Review ◽

10.1515/applirev-2020-0097 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

Doğan Yuksel ◽

Adem Soruç ◽

Mehmet Altay ◽

Samantha Curle

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Language Proficiency ◽

English Language ◽

English Language Proficiency ◽

Grade Point ◽

Content Learning ◽

English Medium Instruction ◽

Positive Effect ◽

Academic Content

Abstract This article reports a quantitative empirical study that investigated whether English language proficiency increases over time when studying academic content through English Medium Instruction (EMI). It was also investigated whether an increase in proficiency predicts EMI academic achievement. Student English language test score data and Grade Point Average (GPA) data were collected from a public university in Turkey. Two academic subjects were compared: Business Administration (a Social Science subject, n = 81) and Mechatronics Engineering (a Mathematics, Physical and Life Sciences subject, n = 84). Results showed that in both subjects, English language proficiency statistically significantly improved over a four-year period of studying through English. Furthermore, this improvement predicted EMI academic achievement; meaning that the more proficient students became in English, the higher they achieved in their EMI academic studies. This provides evidence for policymakers, EMI practitioners, and language professionals around the world that English does improve when studying academic content through English, and that this improvement has a positive effect on content learning outcomes. Implications of these findings, and suggestions for further research are discussed.

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EFFECT OF ENGLISH PROFICIENCY ON SOCIAL CAPITAL AND ACADEMIC ACHIEVEMENT AMONG ECONOMIC STUDENTS

International Journal of Business and Society ◽

10.33736/ijbs.579.2015 ◽

2017 ◽

Vol 16 (3) ◽

Author(s):

Muhammad Sodbir Hamzah ◽

Hussin Abdullah ◽

Mazida Ahmad

Keyword(s):

Academic Achievement ◽

Social Capital ◽

Academic Success ◽

Language Proficiency ◽

Structural Equation ◽

English Language ◽

Structural Model ◽

English Language Proficiency ◽

Mediating Effect ◽

Academic Achievements

The use of English language becomes increasingly important, either in educational sector or working sector. The role of social capital should be taken into consideration in helping the students to achieve their academic success. Previous findings indicated that students with limited use of English faced problems in advance subjects. Thus, this study examines the effect of English language proficiency towards social capital and academic achievement. This study employed the survey research design and the sample comprised of 81 undergraduate students enrolled in Economics courses from year two and three in Universiti Utara Malaysia (UUM). The instruments were adapted based on the constructs in the structural model developed. The data has been analysed using Structural Equation Modelling to enable simultaneous analysis of all the constructs and estimate the magnitude of the direct and indirect effects between the constructs. The findings show that there is a significant direct effect of English Language Proficiency (ELP) towards Academic Achievements (AA) and Social Capital Outside Family (SCOF), and from social capital outside family towards academic achievements. The mediating effect of social capital outside family towards English Language Proficiency (ELP) and Academic Achievement (AA) among economics students in UUM was significant. The findings suggest for more activities geared towards increasing students’ English language proficiency to help them to increase their academic achievements.Keywords: English Language Proficiency; Social Capital; Academic Achievement.

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Student Attitudes toward Intensive English Program at CSCED and their Effects on Academic Achievement

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol2.iss10.255 ◽

2014 ◽

Vol 2 (10) ◽

pp. 139-157

Author(s):

Bashayer Raghian Albalawi

Keyword(s):

Academic Achievement ◽

Student Attitudes ◽

English Language ◽

Student Attitude ◽

P Value ◽

Intensive English ◽

Language Program ◽

The University ◽

Previous Training ◽

Different Levels

The present study investigates the influence of some variables related to attiudes, motivation, and academic achievement. As students of the intensive English language program at Community Service and Continuious Education Deanship (CSCED) show different levels of education, different purposes of study, and different levels of previous training, the research investigates the effect of such variables on student attitude. The variable of sex is also added as the intensive English language program in CSCED at University of Tabuk consists of both male and female students. To collect the required data, a 5-point Likert scale attitude questionnaire was developed. The attitude scale involved 32 items. According to the results of the study, students hold positive attitudes toward the intensive English language program in CSCED at the Tabuk University. In addition, there are no statistically significant differences in student attitude toward the intensive English language program in CSCED at the University of Tabuk according to the following variables: teacher nationality (p-value > 0.05), their level of education (p-value > 0.05), and their sex (p-value > 0.05). There are statistically significant differences between attitudes of students toward the intensive English language program in the CSCED in the University of Tabuk according to the following variables: their academic achievement (p-value < 0.05), their purpose of study (p-value < 0.05), and their previous training programs (p-value < 0.05). Some recommendations were suggested in relation to EFL student attitudes.

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Chapter 9. Student Outcomes: Oral Language Proficiency

Dual Language Education ◽

10.21832/9781853595332-011 ◽

2001 ◽

pp. 179-206

Keyword(s):

Language Proficiency ◽

Oral Language ◽

Student Outcomes ◽

Oral Language Proficiency

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Performance in English Skills Courses and Overall Academic Achievement

TESL Canada Journal ◽

10.18806/tesl.v9i1.595 ◽

1991 ◽

Vol 9 (1) ◽

pp. 42 ◽

Cited By ~ 1

Author(s):

Jean Black

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Language Proficiency ◽

English Language ◽

Threshold Level ◽

English Language Proficiency ◽

Academic Needs ◽

Universities And Colleges ◽

Spoken English ◽

Academic Courses

The implementation of ESL courses at universities and colleges has been based on the assumption that a threshold level of English proficiency is necessary for students to succeed at their academic work. The correlation, however, between English language proficiency and academic success has not been clearly established. This paper describes a study undertaken at Brock University which correlates performance of students in ESL courses in spoken and written English with achievement in their other academic courses. The grades received in the ESL courses were correlated with the overall academic average and the major average for the whole group and for each of three degree groups-students completing B.A, RSc., and B.RE. degrees. Analysis of the data revealed a modest positive correlation between performance in written English and the overall and major averages in all groups except the B.RE., in which there was no significant correlation. The grades for the spoken English course failed to correlate significantly with either the overall average or the major average in any of the groups. Pedagogical implications of these surprisingly low correlations are discussed, and suggestions are offered for making skills learned in ESL courses more relevant to the academic needs of students.

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