English proficiency and academic success in international postgraduate education

1993 ◽  
Vol 26 (3) ◽  
pp. 275-285 ◽  
Author(s):  
A. A. Vinke ◽  
W. M. G. Jochems
Keyword(s):  
Academic Success ◽  
English Proficiency ◽  
Postgraduate Education

Predictors of English Medium Instruction academic success: English proficiency versus first language medium

System ◽  
2020 ◽  
Vol 95 ◽  
pp. 102378
Author(s):  
Samantha Curle ◽  
Dogan Yuksel ◽  
Adem Soruç ◽  
Mehmet Altay
Keyword(s):  
Academic Success ◽  
English Proficiency ◽  
First Language ◽  
English Medium Instruction

scholarly journals The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and Type of High School to Foresee the Academic Success of Saudi EFL Freshmen

2021 ◽  
Author(s):  
Nayef Alotaibi
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
Standardized Test ◽  
English Proficiency ◽  
Research Question ◽  
General Point ◽  
First Year ◽  
Admission Test ◽  
Type Of School

Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student’s high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students’ high school general averages, admission test, which is Standardized Test for English Proficiency, and student’s type of high school to predict freshmen’s academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students’ performance. In contrast, surprisingly, students’ HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.

scholarly journals The Predictive Ability of High School General Point Average, Standardized Test for English Proficiency, and Type of High School to Foresee the Academic Success of Saudi EFL Freshmen

2021 ◽  
Vol 12 (2) ◽  
pp. 348-363
Author(s):  
Nayef Alotaibi
Keyword(s):  
High School ◽  
Academic Performance ◽  
Academic Success ◽  
Standardized Test ◽  
English Proficiency ◽  
Research Question ◽  
General Point ◽  
First Year ◽  
Admission Test ◽  
Type Of School

Although many studies have examined the ability of admission tests and High School General Point Averages to predict academic performance, they are not in agreement whether or not, these two measures are an entirely sufficient criterion to foretell college learning success. In addition, there seems to be a gap in the literature concerning using the type of high school (private or public) a student attends as a supportive measure to the two criteria mentioned above. This study tried to answer the research question, which is: to what extent can student’s high school point average, admission test, and the type of school he attended predict his academic performance? The research carries a considerable significance as it cast light on some factors that may foretell the academic success of a college student. The study investigated the predictive capability of students’ high school general averages, admission test, which is Standardized Test for English Proficiency, and student’s type of high school to predict freshmen’s academic success as defined by their college General Point Averages at the end of their first year. The present study utilized regression analysis to analyze the data of 100 students who finished their first year at the college of languages and translation, Imam Muhammad ibn Saud Islamic University, Saudi Arabia. The study findings indicated that the admission test was the best predictor for students’ performance. In contrast, surprisingly, students’ HSGPAs and the type of school they attended had little significance in determining the attainment of college students. Thus, it is suggested that the entry test be considered an essential measure for admission to the Saudi college.

scholarly journals Evidence that International Undergraduates Can Succeed Academically Despite Struggling with English

2015 ◽  
Vol 5 (3) ◽  
pp. 228-243 ◽  
Author(s):  
Barry Fass-Holmes ◽  
Allison A. Vaughn
Keyword(s):  
Community College ◽  
Academic Success ◽  
English Proficiency ◽  
Public University ◽  
Grade Point Averages ◽  
Writing Proficiency ◽  
Grade Point ◽  
American Universities ◽  
English Writing ◽  
College Classes

Many American universities require international applicants whose native language is not English to submit English proficiency exam scores presumably because of proficiency’s potential to predict future academic success. The present study provides evidence, however, that such applicants can succeed academically despite struggling with English. Over 60% of two cohorts of degree-seeking international freshmen at a West Coast public university struggled with English—they failed the university’s English writing proficiency requirement. These international freshmen consequently were required to attend classes in English composition and/or English as a second language. Their average academic marks in these classes were between D+ and C- (18–45% earned less than C), yet their term grade point averages (which excluded the community college classes) were between B and B+. The present findings indicate that these international undergraduates can succeed academically despite apparently inadequate English proficiency.

Serving Children With Limited English Proficiency in the Schools

1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz
Keyword(s):  
Limited English Proficiency ◽  
English Proficiency

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

2019 ◽  
Vol 28 (3) ◽  
pp. 1257-1267 ◽  
Author(s):  
Priya Kucheria ◽  
McKay Moore Sohlberg ◽  
Jason Prideaux ◽  
Stephen Fickas
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Expository Text ◽  
Reading Strategy ◽  
Detection Algorithm ◽  
Expository Texts ◽  
Human Observer ◽  
Behavioral Strategies ◽  
Periodic Review ◽  
Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Multiple Perspectives on the Barriers to Identification and Management of Pediatric Voice Disorders

2017 ◽  
Vol 2 (3) ◽  
pp. 49-56
Author(s):  
Jana Childes ◽  
Alissa Acker ◽  
Dana Collins
Keyword(s):  
Academic Success ◽  
Voice Disorders ◽  
School Personnel ◽  
Voice Disorder ◽  
Multiple Perspectives ◽  
Vocal Qualities ◽  
High Prevalence ◽  
Pediatric Populations ◽  
Low Incidence ◽  
University Settings

Pediatric voice disorders are typically a low-incidence population in the average caseload of clinicians working within school and general clinic settings. This occurs despite evidence of a fairly high prevalence of childhood voice disorders and the multiple impacts the voice disorder may have on a child's social development, the perception of the child by others, and the child's academic success. There are multiple barriers that affect the identification of children with abnormal vocal qualities and their access to services. These include: the reliance on school personnel, the ability of parents and caretakers to identify abnormal vocal qualities and signs of misuse, the access to specialized medical services for appropriate diagnosis, and treatment planning and issues related to the Speech-Language Pathologists' perception of their skills and competence regarding voice management for pediatric populations. These barriers and possible solutions to them are discussed with perspectives from the school, clinic and university settings.

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