Investigating the Relationship between the Use of English for Academic Purposes and Academic Attainment

Autor/inn/en	Donohue, James P.; Erling, Elizabeth J.
Titel	Investigating the Relationship between the Use of English for Academic Purposes and Academic Attainment
Quelle	In: Journal of English for Academic Purposes, 11 (2012) 3, S.210-219 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-1585
DOI	10.1016/j.jeap.2012.04.003
Schlagwörter	Feedback (Response); English for Academic Purposes; Diagnostic Tests; Assignments; Grades (Scholastic); Academic Achievement; Content Area Writing; Second Language Learning; Academic Discourse; Interviews; Applied Linguistics; Correlation; College Students; Language Tests; Second Language Instruction + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Assignment; Auftrag; Zuweisung; Notenspiegel; Schulleistung; Schriftliche Übung; Zweitsprachenerwerb; Discourse; Diskurs; Interviewing; Interviewtechnik; Linguistics; Linguistik; Angewandte Linguistik; Korrelation; Collegestudent; Language test; Sprachtest; Fremdsprachenunterricht
Abstract	The purpose of this study is to determine whether differences in academic attainment between university students could be correlated with their use of English for academic purposes. Using the diagnostic language assessment procedure known as Measuring the Academic Skills of University Students (MASUS), as well as informal analysis of assignment feedback and interviews with students, students' performance in assignments in three subject areas was investigated. Results confirmed that there was a strong correlation between the overall scores students obtained in the MASUS language assessment and their attainment as represented by their assignment grade. However, analysis of the five separate categories of the MASUS scores showed that only the scores for the category, "use of source material," correlated strongly with student attainment and that the scores on the more explicit language categories, "structure and development of the text," "academic writing style," and "grammar," did not. The paper considers the implications of these findings for future studies of the role of English for academic purposes in students' attainment and for EAP pedagogy. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10