Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes

There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes.     

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study

ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.     

The English Language Entry Requirements of Australian Universities for Students of Non‐English Speaking Background

The English language proficiency of international students entering university has increasingly become a matter of concern for many academics and has also received considerable media attention. For this reason, a survey was conducted to ascertain what Australian universities require in terms of English language proficiency for non‐English Speaking background (NESB) students, whether international, permanent residents or Australian citizens. This article presents the findings of the survey and discusses the 61 pieces of evidence accepted by the universities as fulfilling their English language requirements. The general comparability and validity of the proficiency qualifications are examined and the conclusion is drawn that many of the pieces of evidence accepted are inadequate measures of language proficiency for academic study.     

Viability of construct validity of the speaking modules of international language examinations (IELTS vs. TOEFL iBT): evidence from Iranian test-takers

The aim of the present research is to examine the viability of the construct validity of the speaking modules of two internationally recognized language proficiency examinations, namely IELTS and TOEFL iBT. High-stake standardized tests play a crucial and decisive role in determining the future academic life of many people. Overall obtained scores of candidates are believed to reflect their general proficiency level. Appropriate interpretation and use of test scores depend on the extent to which items measuring a particular skill (here speaking) can meet the criteria to examine the intended construct. Speaking, amongst the other four skills, has a central place in assessing general proficiency of the candidates. This research seeks to scrutinize how IELTS and TOEFL iBT tap on the speaking proficiency of their candidates. Moreover, this study investigates whether obtained speaking scores of candidates in these two international high-stake tests show an acceptable degree of consistency in measuring the skill being examined. The chosen sample of the study consisted of 60 students who successfully completed TOEFL iBT and IELTS preparation courses in Tehran. The results of the statistical analysis show that there is a meaningful discrepancy between the two exams in assessing the speaking abilities of the exam-takers and therefore challenge the construct validity of the exams in question. Findings are then used to discuss the repercussions for language proficiency measurement and assessment.     

English-medium teaching in Korean higher education: policy debates and reality

This study critically examined the effectiveness of English medium instruction (EMI) policy within the context of Korean higher education, putting a special focus on its implementation strategy. The data for this study were mainly drawn from student opinion surveys and focus group interviews conducted by the CTL (Center for Teaching and Learning) at KU. The research teams also carried out supplementary interviews with both professors and students. The results indicate that, although the EMI policy seems to have produced, in general, positive outcomes (i.e., with the overall satisfaction level with EMI or its overall effectiveness in improving students’ English proficiency), the compulsory enforcement of EMI without regard to students’/instructors’ language proficiency, the lack of a much-needed support system and appropriate instructors to conduct EMI classes, and the unilateral implementation of EMI across academic disciplines have brought about a number of side effects. Based on these findings, the study recommends for future EMI policy implementation (1) a more flexible approach, considering students’ language proficiency and career plans and the characteristics of various academic disciplines and (2) more thorough preparation to implement the EMI policy (i.e., examination of the human and financial resources available for the institution concerned).     

English proficiency and academic success in international postgraduate education

In the Netherlands internationalization of higher education may lead to an increasing use of a foreign language-for example English-as the medium of instruction. This may raise the issue whether learning in a foreign language affects academic performance, given the language problems international students are faced with when studying abroad. The present article reviews research in this field and presents a study into the academic achievement of 90 Indonesian engineers. These subjects took a one-year English-medium postgraduate course at the International Institute for Hydraulics and Environmental Engineering in Delft. Language proficiency was measured by TOEFL and academic success was defined as the average score on seven written examinations. A most remarkable finding is the observation of a cut-off point in the relationship between English proficiency and academic success. This has led to the hypothesis that there is a range of TOEFL scores within which a better command of English increases the chance of being academically successful. The lower and upper limits of this range may vary according to academic discipline or may even be institution-specific. Additional findings are presented as well as implications and directions for further research.     

English as a symbol of internationalization in higher education: a case study of Vietnam

Vietnam universities have experienced remarkable changes brought about by their internationalization policies. The switch to English as a medium of instruction (EMI) for some academic programs was one of these critical changes. Literature has reported numerous issues related to EMI, including inadequate language proficiency of teaching staff. This paper looks at a qualitative research study on how a government university from Vietnam employs different strategies to enhance teachers’ English proficiency. The study reveals that the introduction of new supporting systems, assessment bodies, recruitment criteria and institutional strategies on training, monitoring and motivation have created cultural change within the teacher community. This cultural change, which includes elements such as self-directed learning, peer learning, professionalism, and ‘open-to-change’ attitudes, has been perceived by both leaders and teachers to be conducive to teachers’ language learning. The findings presented in this paper seek to contribute to the formulation or adjustment of policies related to educational reforms, such as curriculum reform, teacher recruitment and teacher professional development in non-English-speaking countries.     

Adequacy of selected services to international students in an urban technical college

The purpose of the study was to evaluate the adequacy of selected academic and personal services to international students at New York City Technical College of the City University of New York. A population (137) of international students enrolled for one semester was surveyed via a self-developed questionnaire. Analysis of data was by mean weighted scores, chi squares at .05 level of significance, and percentage variances. The findings indicated that academic needs of international students were not satisfied even to minimum levels, and two areas of personal needs attained minimum satisfactory levels. Significant difference in opinions of respondents pertaining to satisfying academic needs was seen between or among the groups in the variables gender, national origin, and native language. In satisfying personal needs significant difference in opinions of respondents was seen among the groups in the variables proficiency in reading in English, proficiency in speaking in English, and proficiency in reading and speaking in one's native language.     

移动辅助语言学习在英语口语教学中的作用

随着"互联网+"时代的深入,移动辅助语言学习已广泛应用于中国大学生的英语学习,是否能有效提高学生的口语能力仍需实证研究验证.研究以英语口语学习APP"FiF口语训练系统"为例,根据雅思口语评分标准,分析118名学生的口语前后测得分差值与任务参与度的相关性.研究发现,受试者在总分、发音、流畅程度、连贯性以及词汇量方面的评...     

外语课堂学习焦虑研究综述

焦虑是外语学习过程中不可忽略的情感因素之一,关于外语课堂学习焦虑的研究,国内外学者比较统一的结论是：外语课堂学习焦虑与学生的外语成绩,包括听说读写各方面的成绩,呈显著负相关。目前针对非英语专业学生的课堂焦虑研究较多,而针对英语专业学生的研究则较少,研究深度也有待加强。     

An Exploration of the Readiness,Challenges and Expected Support for Their Overseas Study of Chinese Business and Management Programme Students

Chinese students are the largest international student cohort in the higher education institutions of English‐speaking developed countries. The paper explores strategies to enhance the Chinese students' learning efficacy in overseas institutions. This research differs from other research focusing on international students already in English‐speaking institutions; it explores the readiness of potential Chinese international students before departure from China, their anticipated challenges for study abroad and expected support from host institutions and staff. Besides the insights of anticipated challenges and expected support, the key findings include: the majority of the sample students are financially ready for overseas study, however they are not fully ready on English language; students from the public institute in the study have a higher level of readiness for subject knowledge than their private institute's peers. The findings offer a guide, to both the English‐speaking institutions and their Chinese partners, on facilitating, teaching and preparing the Chinese students for a fruitful learning experience abroad and enhanced academic performance.     

Do NESB University Students with Poor English Skills Make Rapid Linguistic Gains in Mainstream Studies?

This paper reports the testing and retesting two years later of 147 first‐year medical students for English language proficiency (ELP). A group of 66 with low initial proficiency, all of non‐English‐speaking background (NESB), improved from an average language age of 14.3 years to 15.2 years over the period. A comparison group of 81, randomly drawn from those who were of adequate ELP, 48% of whom were NESB, were close to the test ceiling on both occasions with an age equivalence of 33 years. Generalisation to other courses and samples may be limited but this study did not indicate great linguistic gains associated with mainstream studies for those whose English was poor at the beginning of their course.     

Studying English with Thai and native‐speaking teachers

This research examined how students in foundation English classes perceive their Thai and native‐speaking teachers. The researchers surveyed students at five universities and compared a group of 600 students studying with native‐speaking teachers with another group of 600 students studying with Thai teachers in order to investigate three areas: (1) students’ previous background in English‐language learning, (2) students’ general opinions and preferences for studying English with Thai or native‐speaking teachers, and (3) student perceptions of studying with their current English teachers. Overall, most students had similar backgrounds and thought positively about their classroom teachers. However, there were differences in students’ teacher preferences for studying English; students more commonly preferred the type of teacher that was presently teaching them. This suggests that the type of teacher in the classroom does have some effect on students’ preferences and should be considered a factor when analysing research related to native‐speaking and nonnative‐speaking English teachers.     

Do secondary school-leaving English examination results predict university students’ academic writing performance? A latent profile analysis

Abstract

Secondary school-leaving English examination results are often regarded as indicators of students’ competence to study in English-medium universities, which is usually demonstrated through source-based academic writing. In English as a second or foreign language (ESL/EFL) contexts, many English-medium universities require local undergraduates to enrol in an academic writing course, unless they received outstanding English results in secondary school-leaving examinations. This study investigates the relationship between ESL undergraduates’ secondary school-leaving English examination results and their academic writing performance through latent profile analysis. Results show that students can be grouped into four classes of academic writing performer (AWP), namely Complex-AWP, High-AWP, Medium-AWP and Low-AWP. Surprisingly, the Complex-AWP group had the highest means in structure, argument and language, but the lowest in citation. Secondary school-leaving English examination results can generally predict students’ class membership in language, argumentation and, to some extent, structure, but not citation. An important implication is that students with high English proficiency do not necessarily do well in all aspects of academic writing. This study can inform university senior management on how to set policies about who needs an academic writing course and provide appropriate training in various aspects of academic writing for university students with diverse English proficiency.     

Negotiating meanings and scaffolding learning: writing support for non‐English speaking background postgraduate students

Language and learning advisers and non‐English speaking background (NESB) postgraduate students negotiate complex territory when working together to improve students’ texts. However, the individual writing consultation is sometimes conceptualised one‐dimensionally by faculty as a form of editing. The writing consultation with NESB postgraduate students has also received only sporadic attention in the higher education literature. This paper provides a contextual, discourse analytical account of one writing consultation between a faculty‐based language adviser and a Master of Public Health NESB student. The findings show that the consultation was a dynamic exchange druing which a range of meanings were negotiated. The findings also show that the adviser scaffolded the student’s academic writing and learning in a number of ways. More research is needed in different teaching contexts and at various stages of students’ writing in order to provide a greater understanding of the writing support consultation to inform guidelines for providing individual language support to NESB postgraduate students.     

Beyond Antagonism? The Discursive Construction of ‘New’ Teachers in the United Arab Emirates

The UAE, which celebrated independence in 1971, is a rapidly changing environment where aspects of traditional Bedouin culture co‐exist with the immense changes being wrought by the forces of globalization and the wealth brought about by the development of the oil industry. Emirati nationals are a minority within the UAE, comprising approximately 20% of the population, and the majority of the schoolteachers are expatriates drawn from other Arabic speaking countries. Within this context, the Higher Colleges of Technology’s Bachelor of Education degree in Teaching English to Young Learners prepares young UAE national women for English language teaching positions in local government schools. The research presented in this paper is drawn from this two‐year study of student teachers and explores the discursive construction of the students’ systems of knowledge and belief. The paper concludes with a critical consideration of the study’s implications and some possible recommendations for teacher education in the UAE that may also have resonance for teacher education programs in other contexts.     

English as a medium of instruction at a Chilean engineering school: Experiences in finance and industrial organization courses

Implementing English as a medium of instruction (EMI) in Latin American countries contributes to reducing language exchange isolation in the region and helps prepare higher education students for future labor opportunities. However, one of the main concerns around EMI is whether English instruction could negatively affect content acquisition. This paper examines if the performance of native Spanish speakers is affected by EMI. Specifically, it discusses experiences from finance and industrial organization courses given to industrial engineers at a Chilean university. The results of a multivariate analysis of tests and final grades show that performance differences can mainly be attributed to students’ performance in previous courses; only on rare occasions do language, gender, and attendance explain performance differences.     

Offshore and onsite placement testing for English pathway programmes

English language programmes provide established pathways for international students seeking university admission in countries such as Australia and the United Kingdom. In order to refer international applicants to appropriate levels and durations of English language support prior to matriculation into their main course of study, pathway providers need effective and efficient language assessment tools. This report evaluates the effectiveness of an online vocabulary knowledge test as an index of English proficiency for university English pathway programme applicants (N = 177). The Timed Yes/No (TYN) test measures vocabulary recognition size and speed in a time- and resource-effective format. Test results were correlated with performance on a comprehensive placement test consisting of speaking, writing, reading and listening components. The predictive validity of word recognition accuracy (a proxy for size) and response time (a measure of efficiency) for placement test outcomes were examined independently and in combination. The TYN test scores’ sensitivity at predicting comprehensive placement test scores were assessed using a cut-score analysis resulting in an identification accuracy rate ranging from 76 to 86% for five critical band scores. The potential use of the online vocabulary-screening test for measuring international students’ English language proficiency is discussed in terms of reliability, validity, speed, usability and cost-effectiveness in onsite and offshore testing conditions.     

Graduating as a ‘native speaker’: international students and English language proficiency in higher education

The current concern about low levels of English proficiency among international students who graduate from degree courses – that students’ English language skills are not being developed during their higher education experience – reflects negatively on the quality of Australian higher education and its graduates. More careful selection of students and increased use of English language testing are among the solutions put forward. These debates over English language proficiency tend to construct English language as a skill that can be applied in any context and ‘native‐speaker’‐levels of language ability as essential for employment. Within such a formulation international students can only ever be defined as in deficit. Drawing on socio‐cultural theories of language learning and academic literacy, alternative understandings of language proficiency in internationalized higher education are explored. Improved communication skills among graduates are likely to be achieved through a better understanding of issues beyond classroom instruction, such as barriers to social integration with native‐speakers, which reveal many international students unable to access adequate levels of language experience. Without wider perspectives on the debate over English language proficiency in higher education, the many benefits of having international students in higher education institutions are obscured by negative attitudes and unrealistic expectations.