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Offshore and onsite placement testing for English pathway programmes
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In: SCU College (2018)
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Lexical facility: size, recognition speed and consistency as dimensions of second language vocabulary knowledge
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Offshore and onsite placement testing for English pathway programmes
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Vocabulary recognition skill as a screening tool in English-as-a-Lingua-Franca university settings
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In: SCU College (2016)
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Fractionating English language proficiency: Policy and practice in Australian higher education
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University EAP pathway placement testing: scoring vocabulary test performance
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In: SCU College (2015)
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Phraseology used to comment on results in the discussion section of applied linguistics quantitative research articles
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Word recognition skill and academic success across disciplines in an ELF university setting
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In: SCU College (2014)
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The role of word recognition skill in academic success across disciplines in an ELF university setting
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Identifying academically at-risk students in an English-as-a-Lingua-Franca university setting
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Abstract:
This study examines the relationship between written academic English proficiency and academic achievement in an undergraduate English-medium university program in the Sultanate of Oman. The study aims to identify reliable measures for screening academically at-risk students in a time- and cost-effective manner. Three established measures of written English proficiency (academic writing, academic reading and recognition vocabulary) are examined as predictors of academic achievement as reflected in student grade-point average (GPA). Performance on the three tests by Year 1 (N=174) Omani students in an English-as-a-Lingua-Franca (ELF) university program was correlated with their end of semester GPAs. The accuracy of the tests in classifying at-risk students was assessed with logit regression analyses and ROC curves using GPA cutscores. The best predictors of GPA were the academic writing and recognition vocabulary knowledge measures. The suitability of the latter as a screening tool in ELF higher-education settings is discussed. The study contributes to the growing interest in post-enrolment assessment as a practical means to ensure that admitted students have the linguistic resources needed to be successful academically.
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Keyword:
1203 Language and Linguistics; 3304 Education; 3310 Linguistics and Language; At-risk students; Language testing; Post-enrolment language assessment; Vocabulary knowledge; Word recognition; Writing
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URL: https://espace.library.uq.edu.au/view/UQ:336906
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Recognition vocabulary skill as a predictor of academic English performance and academic achievement in English
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In: SCU College (2013)
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Recognition vocabulary knowledge as a predictor of academic performance in an English as a foreign language setting
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Focus on the forms: from recognition practice in Chinese vocabulary learning
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Computational models of second language sentence processing
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