scholarly journals The Impact of Students’ Proficiency in English on Science Courses in a Foundation Year Program

2020 ◽  
Vol 3 (11) ◽  
pp. 55-67
Author(s):  
Mohammed Siddique Kadwa ◽  
Hamza Alshenqeeti
Keyword(s):  
Academic Success ◽  
English Language ◽  
Arab World ◽  
Saudi Arabian ◽  
Placement Test ◽  
First Year ◽  
Science Courses ◽  
Institutions Of Higher Learning ◽  
Scatter Plots ◽  
The Impact

English plays a crucial role in determining a student’s academic success and career path in Saudi Arabia. This is one of the reasons why all Saudi Arabian universities offer mandatory foundation year programs to university entrants. The assumption is that if a student has high proficiency levels in the English language, the student will be able to meet the challenges and demands of other science courses that are taught in the English language in the first-year program as well as the subsequent bachelor's programs. In order to prepare students for academic success, the trend at Saudi Arabian universities is to use US or UK publishers to provide the resources for its curriculum which is based on the Common European Framework of Reference (CEFR). This study investigates the relationship between Saudi Arabian university students’ English language levels and their performance in science courses in a foundation year program. Using Oxford University’s Q: Skills Placement Test, quantitative data is used to establish the students’ language levels according to the internationally accepted CEFR scales. The scores were then correlated with students’ overall averages in the science courses.  Data was gathered over a period of five academic years and statistical analyses were conducted using Pearson’s Correlation Coefficient formula and scatter plots. The findings and conclusions have serious implications for curriculum designers at Saudi Arabian universities as well as institutions of higher learning in the Middle East and the Arab world.  

scholarly journals The Impact of Students’ Proficiency in English on Science Courses in a Foundation Year Program

2020 ◽  
Author(s):  
Hamza Alshenqeeti
Keyword(s):  
Saudi Arabia ◽  
Academic Success ◽  
English Language ◽  
Arab World ◽  
Placement Test ◽  
First Year ◽  
Science Courses ◽  
Scatter Plots ◽  
The Impact ◽  
The Relationship

English plays a crucial role in determining a student’s academic success and career path in Saudi Arabia. This is one of the reasons why Saudi universities offer mandatory foundation year programs to university entrants. The assumption is that if a student has high proficiency levels in the English language, the student will be able to meet the challenges and demands of other science courses that are taught in the English language in the first-year program as well as the subsequent bachelor's programs. In order to prepare students for academic success, the tendency at most Saudi universities is to use international, mostly US or UK, publishers to provide the resources for its curriculum which is based on the Common European Framework of Reference for Languages (CEFR) as a standard for designating language ability. This study investigates the relationship between university students’ English language levels and their performance in science courses in a foundation year program at a Saudi university. Using Oxford University’s Q: Skills Placement Test, quantitative data is used to establish the students’ language levels according to the internationally accepted CEFR scales. The scores were then correlated with students’ overall averages in the science courses. Data was gathered over a period of five academic years and statistical analyses were conducted using Pearson’s Correlation Coefficient formula and scatter plots. The findings and conclusions have fundamental implications for curriculum designers at universities in Saudi Arabia as well as institutions of higher education in the Middle East and the Arab world.

scholarly journals English Language Proficiency As An Indicator Of Academic Performance At A Tertiary Institution

2004 ◽  
Vol 2 (3) ◽  
Author(s):  
D. F. Stephen ◽  
J. C. Welman ◽  
W. J. Jordaan
Keyword(s):  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
Statistical Tests ◽  
Human Resources Management ◽  
English Language Proficiency ◽  
First Year ◽  
Tertiary Institution ◽  
The Impact ◽  
Indian Students

The aim of this investigation was to ascertain the impact of English language proficiency on academic success of first-year black and Indian students in human resources management at a tertiary institution. Students enrolled for the period between 1996 and 2002 were included in the study. Statistical tests of differences between means were conducted. Significantly, the Indian group exhibited superior English language proficiency levels, compared to their black counterparts. The hypothesis that English language proficiency is associated with academic success appears to be substantially correct. Opsomming Die doel van die ondersoek was om die impak van Engelse taalvaardigheid op akademiese sukses van Swart en Indiese eerstejaarstudente in menslike hulpbronbestuur aan ’n tersiêre instelling te ondersoek. Studente wat vir die periode tussen 1996 en 2002 ingeskryf was, is in die studie betrek. Statistiese toetse vir verskille tussen gemiddeldes is toegepas. Die Indiese groep het beduidend beter taalvaardigheid as hulle Swart eweknieë openbaar. Die hipotese dat Engelse taalvaardigheid met akademiese sukses verband hou, blyk substantief korrek te wees.

Progression to intermediate level courses; is a “pass” enough?

2019 ◽  
Vol 31 (2) ◽  
pp. 275-287
Author(s):  
Nicola J. Beatson ◽  
David A.G. Berg ◽  
Jeffrey K. Smith ◽  
Christine Smith-Han
Keyword(s):  
Academic Success ◽  
Student Performance ◽  
Design Methodology ◽  
Practical Implication ◽  
Intermediate Level ◽  
First Year ◽  
Prior Learning ◽  
Content Type ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to test the impact of a rule that affects tertiary students progressing from an introductory level finance course to intermediate level. The rule restricted students from progressing until they achieved a higher grade than just a “pass” mark. Design/methodology/approach Archival data were gathered from 11 semesters regarding student performance pre and post the rule being introduced. Findings Results show that the rule was associated with an increase in the chances of success at intermediate level for those students enrolled after the rule was introduced. Practical implications This paper’s main contribution regards the evidence that increasing prior learning at an introductory level has a positive follow-on effect for students learning at intermediate level. This has a practical implication for educators, as the rule has shown to increase the chance of success for knowledge development in the first year of studies. Originality/value The setting for this paper is unique and could potentially be replicated elsewhere. In 1980, Schaffer and Calkins called for an evaluation of the pre-requisites necessary for finance education at the tertiary level, and this paper answer this call stating that pre-requisites can contribute to the academic success of finance students.

scholarly journals A Critical Review of the Oxford Q-Skills Placement Test at a Saudi Arabian University

2021 ◽  
Vol 4 (1) ◽  
pp. 198-209
Author(s):  
Mohammed Siddique Kadwa ◽  
Ayub Sheik
Keyword(s):  
English Language ◽  
Saudi Arabian ◽  
Placement Test ◽  
Critical Perspective ◽  
Language Abilities ◽  
Group Discussions ◽  
Oxford University ◽  
Qualitative Approaches ◽  
Teachers And Students ◽  
Speakers Of Other Languages

  There is a genuine need to ascertain Saudi Arabian university entrants’ English language abilities upon admission. In order to accurately determine the English language levels of students, this study evaluates the Q-Skills Placement Test (QSPT) designed by Oxford University through the most recent evaluative model in English for Speakers of Other Languages (ESOL); the Cambridge VRIPQ (2013) model. The data used to evaluate the efficacy and predictive power of the QSPT is obtained through both quantitative and qualitative approaches. Quantitatively, the QSPT results are statistically analyzed, whilst from a qualitative approach, interviews, and focus group discussions with teachers and students provide depth and insight. The strengths and weaknesses of the placement test are discussed here from a critical perspective with a view towards the improvement of the test. Although the test proved to be valid, it lacked the acknowledgement of the students’ context and was not able to discriminate accurately for students who scored less than 30% on the test.

scholarly journals The Impact of High School Program Reform on First-Year University Students’ Academic Performance. Case Study: Biology

2021 ◽  
Vol 8 (3) ◽  
pp. 23
Author(s):  
Mimoza Milo ◽  
Anila Paparisto ◽  
Flamur Bidaj ◽  
Fatmira Shehu
Keyword(s):  
High School ◽  
Academic Success ◽  
University Students ◽  
Curriculum Reform ◽  
School Curriculum ◽  
Academic Preparation ◽  
First Year ◽  
First Year University ◽  
The Impact ◽  
Students Success

The student transition from high school to university is a complex process in which various factors operate. One of these factors is the degree of the students’ academic preparation in certain subjects. This article analyzes the impact of this factor on the students’ success in the first year of university studies, in the conditions when the subject program in high school has been reformed. This impact on the students’ success, which is expressed both in the degree of academic preparation and in the students’ attitude in the relevant subject, has been assessed employing statistical analysis. The analysis covers a period of 3 years (2017-2020), and is based on a sample of first year students of the Bachelor degree in Biology. The results of the questionnaire, conducted with first year university students, show the impact of their high school academic preparation on the success they have in the first year of university. This success is measured by assessing the change in average grade and their pass rates. Evidence of the impact of this factor in teaching has helped to know in detail these intermediate phases of this process. The built model makes it possible to analyze the impact of the high school curriculum reform on the students’ success, creating the opportunity for further improvements. Despite the fact that the object of the study is the Biology curriculum and the evaluation of the impact in academic success of students who graduated from high schools where a competence based curriculum was implemented, this methodology can be used for the study in other subjects, especially life sciences.

scholarly journals Reclassification and Academic Success among English Language Learners: New Evidence from a Large Urban School District

2013 ◽  
Vol 13 (1) ◽  
pp. 107-136
Author(s):  
Gary Painter ◽  
Edward Flores
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
Instrumental Variables ◽  
Academic Outcomes ◽  
Fixed Effects ◽  
English Language ◽  
Urban School District ◽  
The Impact ◽  
New Evidence

Abstract: On average, English Language Learners (ELLs) have inferior academic performance than their peers who speak English fluently. Research has also shown that ELLs that are reclassified as English Proficient (R-FEP) often have outcomes that approach or exceed comparable peers who are initially fluent in English upon entering school, but many of these past approaches suffer from various methodological deficiencies. In this analysis, we analyse the impact of reclassification on a broad set of academic outcomes using a number of methods to address this question, including fixed effects and instrumental variables methods. There are clear differences in academic outcomes between those students who are never reclassified and those who are R-FEP English Proficient. However, the evidence suggests that, on the margin, there is little or no incremental benefit for students that are reclassified before their peers.

scholarly journals Improving Polymer Science Asynchronous Online Lecture Contents For Students’ Engagement

2021 ◽  
Vol 17 (25) ◽  
pp. 95
Author(s):  
Charles Darko
Keyword(s):  
Engineering Students ◽  
Cognitive Learning ◽  
First Year ◽  
Polymer Science ◽  
Structure Property ◽  
First Year Students ◽  
Science Courses ◽  
Processing Properties ◽  
The Impact ◽  
Properties Characterization

Asynchronous online delivering methods have been found to promote excellent engagement among students but the impact in the teaching of polymer science courses have not been investigated. This work discussed and reflected critically on the ways of improving polymer science lecture contents in asynchronous videos that can enhance and motivate students’ learning. Six polymer science topic combinations in the forms of structure – characterisation, structure- processing, structure – properties, characterization – processing, properties – characterization and properties – processing were established. Lecture slides based on these combinations were created and 106 students were tasked to read and rate them on computer screens. First, second and third-year undergraduate material science and engineering students rated the combinations based on stimulation, motivation and effectiveness. Results show that there was no strong preferred choice(s) from the first years but the second year students appeared to favour the structure-property combination while third-year students preferred the structural-property-processing lecture contents. Using the cognitive learning theory and the redundant effect, the third-year students were described to have processed the information received and classified some redundant while the first-year students might have accumulated all information into their limited working memory without redundancy since they lack prior knowledge of the polymer science topics. These reasons coupled with basic students’ computer skills were attributed to influence their judgements during the rating.

scholarly journals The Impact of Metamemory on the EFL Students` Achievement at Taif University

2017 ◽  
Vol 6 (7) ◽  
pp. 300
Author(s):  
Nasrah Mahmoud Ismaiel
Keyword(s):  
Language Learning ◽  
English Language ◽  
Female Students ◽  
First Year ◽  
Male And Female ◽  
Efl Students ◽  
Preparatory Year ◽  
First Year University ◽  
The Impact ◽  
The Relationship

The purpose of the current research is to scrutinize the relationship between metamemory and EFL learners` achievement. The participants were 250 first year university students who were chosen from a large sample of the preparatory year Science and Humanities streams at Taif University, Taif, Saudi Arabia. The objective of the research is twofold: (a) to assess whether metamemory can predict English language skills achievement (listening, speaking, reading, and writing, and (b) to assess if there exist notable discrepancies between male and female students and the different academic streams (the science stream and the humanities stream) on the metamemory factors. Students` metamemory was measured by the Metamemory questionnaire (SMSQ) of Tonkovic and Vranic (2011). The results of this study show that metamemory is a good predictor of the EFL students` language learning skills achievement. It also indicates that there are differences between male and female students on the metamemory factors in favor of females. Furthermore, the findings reaffirm that there are differences between the academic streams, in favor of the science stream.  

scholarly journals Dental Students’ Perceptions of ESP Material and its Impact on Their Language Proficiency: A Case Study of a Saudi Arabian University

2020 ◽  
Author(s):  
Uzma M Hashmi ◽  
Hussam Rajab ◽  
Asrar Ehsan Sindi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Research Question ◽  
Saudi Arabian ◽  
Dental Students ◽  
Future Research ◽  
Structured Interviews ◽  
Main Research ◽  
Classroom Activities ◽  
The Impact

The paper aims to explore the dental English for Specific Purposes (ESP) students’ perceptions of the ESP material and its influence on their English proficiency in the dentistry department of a Saudi Arabian university. The study adopts a qualitative technique of semi-structured interviews to elicit the views of 12 purposively chosen participants. The process of a thematic analysis of the qualitative data led to the emergence of three overarching themes that aimed to answer the main research question which is how the dental students in the Saudi context perceive the ESP materials and the impact these materials have on their language proficiency. The key findings indicate that the ESP learners in the dentistry department have a very positive attitude towards learning the English language in general and ESP in particular. Their awareness of their linguistic needs makes it a significant study in the field of ESP in Saudi Arabia. The results also suggest that the coursebook contents and material are outdated and inappropriate for the ESP learners in the Saudi English as a Foreign Language (EFL) context. The findings illustrate that the ESP teachers need to use the English language in classrooms and introduce learner-centred interactive activities to encourage students to participate in classroom activities. In light of the findings, the study outlines the implications and gives directions for future research.

scholarly journals Mending Students’ Speaking Deficiencies in Moroccan EFL Classes

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Assya El Hannaoui
Keyword(s):  
High School ◽  
Foreign Language ◽  
Learning Process ◽  
Common Core ◽  
Teaching And Learning ◽  
English Language ◽  
Arab World ◽  
First Year ◽  
Learning Practices ◽  
Speaking Skills

This paper presents an attempt to help students enhance their speaking skills in Moroccan English as a foreign language (EFL) classes. It was observed that students in Moroccan high schools are generally not able to speak their minds out freely and imaginatively in English. This paper studies the causes for students’ weak speaking skills in the English language and suggests solutions to mend the situation. An observation of the teaching and learning practices took place in a sample Moroccan high school and interviews as well as questionnaires were administered for the aim of tracing the obstacles students face in their learning process as well as their preferences that they wish to have applied in the speaking sessions. Several speaking activities were tested and proved effective in encouraging students to speak English in class and defeat their shyness and reluctance to express their opinions. These activities are provided in this paper for teachers to use starting from common core classes passing by 1st year Baccalaureate( Bac )and ending with 2nd year Bac (common core being the first year of high school in Morocco and so on) and include watching films and conducting projects in the framework of a cooperative learning. They outline a project of forming good speakers of English in Morocco and maybe elsewhere in the Arab world.

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