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The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom
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Vocabulary explanations in beginning-level adult ESOL classroom interactions: a conversation analysis perspective
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Researching the comparability of paper-based and computer-based delivery in a high-stakes writing test
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The discourse of the IELTS Speaking Test : interactional design and practice
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Investigating types of reading used by native and non-native English readers on academic reading: an eye tracking study
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What counts as ‘responding’? Contingency on previous speaker contribution as a feature of interactional competence
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Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
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Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
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Language assessment literacy for learning-oriented language assessment
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Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
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A diachronic analysis of the cultural aspect of local English coursebooks
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Investigating examiner interventions in relation to the listening demands they make on candidates in oral interview tests ; Emerging issues in the assessment of second language listening
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A new test for China? Stages in the development of an assessment for professional purposes.
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The relationship between international students’ English test scores and their academic achievements
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Abstract:
This study investigates the connection between international students’ scores achieved in an English grammar and vocabulary test and the overall grades attained on their degree programmes at a UK university. Data was collected from 1841 students taking part in the university’s Communication Skills programme, which provides supplementary support for students by means of in-sessional English for Academic Purposes tuition. A comparatively strong correlation (r=0.426) between English proficiency test scores and final academic grades was established, indicating that students’ knowledge of English grammar and vocabulary has a telling impact on their ability to attain higher level grades and that further support to boost international students’ communicative ability at all performance levels is warranted.
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Keyword:
academic achievement; academic English; English as a Second Language; language assessment; Q330 English as a second language
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URL: http://hdl.handle.net/10547/611800
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15 |
The Power of Non-Verbal Communication in J. M. Coetzee’s Foe
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An investigation of explicit strategy instruction on EFL reading of undergraduate English majors in Thailand
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Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider
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Understanding change in Chinese undergraduate students’ language learning motivation : during the transition to UK higher education
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Factors influencing reading difficulties of advanced learners of English as a Foreign Language when reading authentic texts
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