Beyond English Language Proficiency Scores: Understanding the Academic Performance of International Undergraduate Students during the First Year of Study

Autor/inn/en	Neumann, Heike; Padden, Nina; McDonough, Kim
Titel	Beyond English Language Proficiency Scores: Understanding the Academic Performance of International Undergraduate Students during the First Year of Study
Quelle	In: Higher Education Research and Development, 38 (2019) 2, S.324-338 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neumann, Heike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1522621
Schlagwörter	Foreign Students; Undergraduate Students; Language Proficiency; Scores; Second Language Learning; Language Tests; English (Second Language); Academic Achievement; Grade Point Average; Foreign Countries; Business Administration Education; Self Concept; Prediction; Futures (of Society); Educational Attainment; Self Concept Measures; Academic Ability; Teacher Attitudes; College Faculty; Content Analysis; Profiles; Language of Instruction; Required Courses; Student Attitudes; Canada; International English Language Testing System; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Ausland; Selbstkonzept; Vorhersage; Future; Society; Zukunft; Bildungsabschluss; Bildungsgut; Lehrerverhalten; Fakultät; Inhaltsanalyse; Charakterisierung; Profilanalyse; Teaching language; Unterrichtssprache; Pflichtkurs; Schülerverhalten; Kanada; Language tests; Englisch
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01