Challenging Equivalency in Measures of English Language Proficiency for University Admission: Data from an Undergraduate Engineering Programme

Autor/inn/en	Tweedie, M. Gregory; Chu, Man-Wai
Titel	Challenging Equivalency in Measures of English Language Proficiency for University Admission: Data from an Undergraduate Engineering Programme
Quelle	In: Studies in Higher Education, 44 (2019) 4, S.683-695 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1395008
Schlagwörter	English (Second Language); Second Language Learning; Language of Instruction; Higher Education; Language Proficiency; College Admission; Scores; Academic Persistence; Engineering Education; School Holding Power; Dropouts; Language Tests; Academic Achievement; Grade Point Average; English for Academic Purposes; Second Language Instruction; College Second Language Programs; College Freshmen; International English Language Testing System; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Hochschulzugang; Hochschulzulassung; Zulassung; Ingenieurausbildung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Language test; Sprachtest; Schulleistung; Fremdsprachenunterricht; Studienanfänger; Language tests; Englisch
Abstract	English is increasingly common as a medium of instruction in higher education internationally, and evidence of English language proficiency (ELP) forms a vital aspect of many post-secondary admission applications. Scores from different ELP measures (e.g. standardized assessments; institution-specific English programmes) are often used as equivalent assessment of language skills for admission, yet little research exists to show equivalency to one another. This study examines three measures of ELP used for post-secondary admission: scores from IELTS, TOEFL, and an institution-specific academic English programme, relative to course grade results, and student retention rates in a first-year undergraduate engineering programme. Statistically significant differences were found between the three types of ELP assessment with respect to academic success. Furthermore, students admitted using the academic English programme showed a statistically significantly higher rate of first-year programme dropout. These findings call into question the assumption of equivalency among measures of ELP used for post-secondary admission. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01