"IELTS-out/TOEFL-out": Is the End of General English for Academic Purposes Near? Tertiary Student Achievement across Standardized Tests and General EAP

Autor/inn/en	Johnson, Robert C.; Tweedie, M. Gregory
Titel	"IELTS-out/TOEFL-out": Is the End of General English for Academic Purposes Near? Tertiary Student Achievement across Standardized Tests and General EAP
Quelle	In: Interchange: A Quarterly Review of Education, 52 (2021) 1, S.101-113 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tweedie, M. Gregory)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-021-09416-6
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Language Proficiency; Language Tests; Academic Achievement; Prediction; Standardized Tests; College Admission; College Readiness; Foreign Countries; English (Second Language); Scores; College Entrance Examinations; Admission Criteria; Canada; Test of English as a Foreign Language; International English Language Testing System + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Schulleistung; Vorhersage; Standadised tests; Standardisierter Test; Hochschulzugang; Hochschulzulassung; Zulassung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Aufnahmeprüfung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Kanada; Language tests; Englisch
Abstract	It has been widely asserted that general English for Academic Purposes (EAP) in postsecondary education has a limited future, given both the benefits of discipline-specific EAP, and the widespread use by universities of international standardized assessments for proof of English language proficiency (such as IELTS, PTE, TOEFL, etc.). The extra time and expense required for completion of EAP courses is a less appealing admission route than it is to "IELTS-out" (bypassing an EAP program by obtaining a standardized test score that enabling direct admission into a university program). This article investigates capacity of nine widely-used measures of English language proficiency to predict post-secondary student achievement (n = 1918) across multiple academic programs at a Canadian university, over a seven-year admission period. All standardized tests measuring English language proficiency for admission readiness (including IELTS and TOEFL) were insignificant and/or problematically weak predictors of achievement, in both first and final semester of study. In contrast, completion of pre-enrolment EAP programming proved to be a significant predictor of academic achievement, with significant, moderate association. With general EAP the only measure of language proficiency a significant predictor of student achievement, the study's findings question whether predictions about the demise of such programs are premature. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01