Recognition Vocabulary Knowledge and Intelligence as Predictors of Academic Achievement in EFL Context

Autor/inn/en	Masrai, Ahmed; Milton, James
Titel	Recognition Vocabulary Knowledge and Intelligence as Predictors of Academic Achievement in EFL Context
Quelle	In: TESOL International Journal, 12 (2017) 1, S.128-142 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	English (Second Language); Academic Achievement; Predictor Variables; Intelligence; Academic Language; Grade Point Average; Undergraduate Students; Semitic Languages; Native Language; Language of Instruction; Foreign Countries; Word Lists; Correlation; Intelligence Tests; Vocabulary Development; Knowledge Level; Saudi Arabia; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Prädiktor; Intelligenz; Klugheit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Arabisch; Hebräisch; Teaching language; Unterrichtssprache; Ausland; Wortliste; Korrelation; Intelligence test; Intelligenztest; Wortschatzarbeit; Wissensbasis; Saudi-Arabien
Abstract	Research has shown that general vocabulary knowledge (e.g., Milton & Treffers-Daller, 2013), academic vocabulary knowledge (e.g., Townsend et al., 2012) and general intelligence (e.g., Laidra et al., 2007) are good predictors of academic achievement. While the effect of these factors has mostly been examined separately, Townsend et al. (2012) have tried to model the contribution of general and academic vocabulary to academic achievement and find academic vocabulary knowledge adds only marginally to the predictive ability of general vocabulary knowledge. This study, therefore, examines further factors as part of a more extensive predictive model of academic performance, including L1 vocabulary knowledge, L2 general and academic vocabulary knowledge, and intelligence (IQ) as predictors of overall academic achievement among learners of EFL. Performance on these measures was correlated with Grade Point Average (GPA) as a measure of academic achievement for undergraduate Arabic L1 users (N = 96). The results show positive significant correlations between all the measures and academic achievement. However, academic vocabulary knowledge shows the strongest correlation (r = 0.72) suggesting that the pedagogical use of this list remains important. To further explore the data, multiple regression and factor analyses were performed. The results show that academic and general vocabulary knowledge combined can explain about 56% of the variance in students' GPAs. The findings, thus, suggest that, in addition to L1 and L2 vocabulary size, and IQ, knowledge of academic vocabulary is an important factor that explains an additional variance in learners' academic achievement. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01