General and Specialist Vocabulary Knowledge as Predictors of Academic Success in EMI University Programs

Autor/inn/en	Masrai, Ahmed; Salam El-Dakhs, Dina Abdel; Al Khawar, Hisham
Titel	General and Specialist Vocabulary Knowledge as Predictors of Academic Success in EMI University Programs
Quelle	In: Language Learning in Higher Education, 12 (2022) 1, S.273-289 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2022-2038
Schlagwörter	Language Tests; Vocabulary Development; Language of Instruction; Teaching Methods; English (Second Language); Second Language Learning; Undergraduate Students; Academic Achievement; Grades (Scholastic); Scores; Prediction; Computer Science Education; Correlation; Arabs; English for Academic Purposes; Second Language Instruction; Private Colleges; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Wortschatzarbeit; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Notenspiegel; Vorhersage; Computer science lessons; Informatikunterricht; Korrelation; Arab; Araber; Fremdsprachenunterricht; Privathochschule; Ausland; Saudi-Arabien
Abstract	The current study aimed to examine the contribution of general and specialist vocabulary knowledge to undergraduate students' academic achievement in university courses which are delivered in English as a medium of instruction (EMI) in non-English speaking countries. To this end, the scores of 106 Arab undergraduates on a general vocabulary test (GVT) and on a computer science specialist vocabulary test (CSSVT) were examined in comparison with their final grades on a university-level computer science course, which they studied in English. The results showed a significant and positive correlation between the students' scores on the GVT and the CSSVT and their final course grades. Additionally, it was found that the combined scores of the two tests can explain 16.1% of the variance in the students' final course grades. Hence, the general and specialist vocabulary knowledge can predict students' academic achievement in EMI courses. The results are discussed in relation to the existing literature. Pedagogical implications are presented and directions for future research are recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01