scholarly journals The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

2016 ◽  
Vol 9 (5) ◽  
pp. 147 ◽  
Author(s):  
Smitha Dev ◽  
Sura Qiqieh
Keyword(s):  
Academic Achievement ◽  
Language Proficiency ◽  
English Language ◽  
Rating Scale ◽  
Self Esteem ◽  
English Language Proficiency ◽  
Abu Dhabi ◽  
Proficiency Tests ◽  
Language Fluency ◽  
The Relationship

<p class="apa">The present study aims to find out the relationship between English Language proficiency, self-esteem, and academic achievement of the students in Abu Dhabi University (ADU). The variables were analyzed using ‘t’ test, chi-squire and Pearson’s product moment correlation. In addition, Self-rating scale, Self-esteem inventory and Language proficiency tests were used to measure the variables. The data were collected from 200 male and female students from Abu Dhabi University. The study could not find out any positive relationship among the variables. It is also revealed that language fluency (IELTS) has no direct impact on the ADU students’ self-esteem scores and academic achievement (GPA).</p>

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

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.

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

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.

scholarly journals A Study on the Relationship between English Language Proficiency and Intercultural Communication Competence among Arab Students in Malaysia

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Abdul Qahar Sarwari ◽  
Muhammad Nubli Wahab
Keyword(s):  
Intercultural Communication ◽  
Language Proficiency ◽  
English Language ◽  
Communication Competence ◽  
Personal Characteristics ◽  
English Language Proficiency ◽  
Negative Effects ◽  
Intercultural Communication Competence ◽  
Arab Students ◽  
The Relationship

This study was carried out to evaluate the relationship between English language proficiency (ELP) and intercultural communication competence (ICCC) of Arab students in Malaysia. This study included both of the quantitative and the qualitative data sets to further the information. The participants of this study were 108 Arab students from nine different Asian and African nationalities. Based on the results of this study, English language was the main means of education for the participants, and the main means of their communication with students from other cultures. The results from this study found some significant correlations between the attributes of ELP and ICCC. The good levels of ELP encouraged and enabled individuals to be involved in daily interactions with their peers from different countries who speak different languages, and their interactions helped them to improve the levels of their ELP. Moreover, the participants who obtained higher scores in English language proficiency test got higher mean scores in ICCC as well. Based on the results, in some cases, their personal characteristics and the low levels of their ELP had negative effects on the process of interactions among Arab and other students. The results of this study may add some interesting information in the literature regarding the relationships between ELP and ICCC of Arab students in an Asian multicultural collegiate environment.

The Relationship Between Oral Language and Reading in English-Only, Proficient Bilingual, and Emergent Bilingual Adolescents

2019 ◽  
pp. 112-132 ◽  
Author(s):  
Becky H. Huang
Keyword(s):  
Language Proficiency ◽  
Oral Language ◽  
English Language ◽  
English Language Proficiency ◽  
Emergent Bilinguals ◽  
English Only ◽  
Adolescent Groups ◽  
Language Assessments ◽  
Reading Measures ◽  
The Relationship

The chapter examined the English language and reading outcomes and the relationship between language and reading for two bilingual adolescent groups (Proficient Bilinguals and Emergent Bilinguals) and their English-only peers (n = 78 total). Participants completed a variety of English language assessments, and their scores from a standardized accountability reading assessment were collected from their teachers. Results from the study showed that Proficient Bilinguals performed comparably to their English-only peers in all language and reading measures, suggesting that simply being bilingual does not detract from adolescents' English language proficiency. Furthermore, the relationships between oral language and reading differed as a function of participants' English language proficiency. Oral language skills correlated with reading for both bilinguals and English-only adolescents, but the relationships were more robust for bilinguals than for English-only adolescents. Finally, the relationship between speech production and reading was significantly only for Emergent Bilinguals and not for Proficient Bilinguals.

scholarly journals Performance in English Skills Courses and Overall Academic Achievement

1991 ◽  
Vol 9 (1) ◽  
pp. 42 ◽  
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.

Rating Deaf Speakers’ Comprehensibility

1993 ◽  
Vol 2 (3) ◽  
pp. 31-35 ◽  
Author(s):  
Sidney M. Barefoot ◽  
Joseph H. Bochner ◽  
Barbara Ann Johnson ◽  
Beth Ann vom Eigen
Keyword(s):  
Hearing Loss ◽  
Second Language Acquisition ◽  
Language Proficiency ◽  
Speech Intelligibility ◽  
English Language ◽  
Rating Scale ◽  
English Language Proficiency ◽  
Speech And Language ◽  
Point Rating Scale ◽  
Communication Context

The purpose of this study was to investigate the utility of a measure of communication efficacy, one that explicitly encompasses features of both speech and language. Toward this end the construct of comprehensibility, which has been used in the field of second-language acquisition, was adapted. Comprehensibility, operationally defined as the extent to which a listener understands utterances produced by a speaker in a communication context, was studied in relation to various dimensions of communication efficacy. Four observers evaluated the comprehensibility of utterances produced by 41 deaf young adults, using a nine-point rating scale. The reliability of the comprehensibility ratings was determined, and the ratings were studied in relation to independent assessments of the subjects’ speech intelligibility, English language proficiency, speech recognition, reading comprehension, and hearing loss. The results of this investigation indicate that comprehensibility can be evaluated reliably and that comprehensibility is associated with both speech intelligibility and language proficiency. The implications of these findings for the clinical assessment of speech and language are discussed.

A comparison of reliability and precision of subscore reporting methods for a state English language proficiency assessment

2017 ◽  
Vol 35 (2) ◽  
pp. 297-317 ◽  
Author(s):  
Tanya Longabach ◽  
Vicki Peyton
Keyword(s):  
Item Response Theory ◽  
Item Response ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Test Theory ◽  
Policy Implications ◽  
Proficiency Tests ◽  
Response Theory ◽  
K 12

K–12 English language proficiency tests that assess multiple content domains (e.g., listening, speaking, reading, writing) often have subsections based on these content domains; scores assigned to these subsections are commonly known as subscores. Testing programs face increasing customer demands for the reporting of subscores in addition to the total test scores in today’s accountability-oriented educational environment. Although reporting subscores can provide much-needed information for teachers, administrators, and students about proficiency in the test domains, one of the major drawbacks of subscore reporting includes their lower reliability as compared to the test as a whole. In addition, viewing language domains as if they were not interrelated, and reporting subscores without considering this relationship between domains, may be contradictory to the theory of language acquisition. This study explored several methods of assigning subscores to the four domains of a state English language proficiency test, including classical test theory (CTT)-based number correct, unidimensional item response theory (UIRT), augmented item response theory (A-IRT), and multidimensional item response theory (MIRT), and compared the reliability and precision of these different methods across language domains and grade bands. The first two methods assessed proficiency in the domains separately, without considering the relationship between domains; the last two methods took into consideration relationships between domains. The reliability and precision of the CTT and UIRT methods were similar and lower than those of A-IRT and MIRT for most domains and grade bands; MIRT was found to be the most reliable method. Policy implications and limitations of this study, as well as directions for further research, are discussed.

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