Do Secondary School-Leaving English Examination Results Predict University Students' Academic Writing Performance? A Latent Profile Analysis

Autor/inn/en	Yung, Kevin Wai Ho; Cai, Yuyang
Titel	Do Secondary School-Leaving English Examination Results Predict University Students' Academic Writing Performance? A Latent Profile Analysis
Quelle	In: Assessment & Evaluation in Higher Education, 45 (2020) 4, S.629-642 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yung, Kevin Wai Ho) ORCID (Cai, Yuyang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2019.1680951
Schlagwörter	Predictor Variables; Writing Achievement; Language of Instruction; English (Second Language); Undergraduate Students; Language Proficiency; Ability Grouping; Foreign Countries; Language Tests; Secondary Education; Exit Examinations; Citations (References); Persuasive Discourse; English for Academic Purposes; Hong Kong; International English Language Testing System + Suchen Sie Ihr Suchwort? Prädiktor; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Homogene Gruppierung; Niveaugruppierung; Streaming; Ausland; Language test; Sprachtest; Sekundarbereich; Final examination; Abschlussprüfung; Citations; Zitat; Persuasion; Persuasive Kommunikation; Hongkong; Language tests; Englisch
Abstract	Secondary school-leaving English examination results are often regarded as indicators of students' competence to study in English-medium universities, which is usually demonstrated through source-based academic writing. In English as a second or foreign language (ESL/EFL) contexts, many English-medium universities require local undergraduates to enrol in an academic writing course, unless they received outstanding English results in secondary school-leaving examinations. This study investigates the relationship between ESL undergraduates' secondary school-leaving English examination results and their academic writing performance through latent profile analysis. Results show that students can be grouped into four classes of academic writing performer (AWP), namely Complex-AWP, High-AWP, Medium-AWP and Low-AWP. Surprisingly, the Complex-AWP group had the highest means in structure, argument and language, but the lowest in citation. Secondary school-leaving English examination results can generally predict students' class membership in language, argumentation and, to some extent, structure, but not citation. An important implication is that students with high English proficiency do not necessarily do well in all aspects of academic writing. This study can inform university senior management on how to set policies about who needs an academic writing course and provide appropriate training in various aspects of academic writing for university students with diverse English proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01