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Autor/inn/en | Tweedie, M. Gregory; Chu, Man-Wai |
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Titel | Challenging Equivalency in Measures of English Language Proficiency for University Admission: Data from an Undergraduate Engineering Programme |
Quelle | In: Studies in Higher Education, 44 (2019) 4, S.683-695 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0307-5079 |
DOI | 10.1080/03075079.2017.1395008 |
Schlagwörter | English (Second Language); Second Language Learning; Language of Instruction; Higher Education; Language Proficiency; College Admission; Scores; Academic Persistence; Engineering Education; School Holding Power; Dropouts; Language Tests; Academic Achievement; Grade Point Average; English for Academic Purposes; Second Language Instruction; College Second Language Programs; College Freshmen; International English Language Testing System; Test of English as a Foreign Language English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Hochschulzugang; Hochschulzulassung; Zulassung; Ingenieurausbildung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Language test; Sprachtest; Schulleistung; Fremdsprachenunterricht; Studienanfänger; Language tests; Englisch |
Abstract | English is increasingly common as a medium of instruction in higher education internationally, and evidence of English language proficiency (ELP) forms a vital aspect of many post-secondary admission applications. Scores from different ELP measures (e.g. standardized assessments; institution-specific English programmes) are often used as equivalent assessment of language skills for admission, yet little research exists to show equivalency to one another. This study examines three measures of ELP used for post-secondary admission: scores from IELTS, TOEFL, and an institution-specific academic English programme, relative to course grade results, and student retention rates in a first-year undergraduate engineering programme. Statistically significant differences were found between the three types of ELP assessment with respect to academic success. Furthermore, students admitted using the academic English programme showed a statistically significantly higher rate of first-year programme dropout. These findings call into question the assumption of equivalency among measures of ELP used for post-secondary admission. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |