English Language Proficiency as a Predictor of Academic Achievement among Medical Students in Iran

Sadeghi, Bahador; Kashanian, Nima Moshtaghi; Maleki, Ataollah; Haghdoost, Ali Akbar

doi:10.4304/tpls.3.12.2315-2321

Cited by 25 publications

(19 citation statements)

References 25 publications

(18 reference statements)

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“…This finding illustrates that there is a direct relationship between these two variables and that English proficiency is a determinant of academic success for students at the BUE. This finding is in accordance with other research findings (Maleki & Zangani, 2007;Sivaraman et al, 2014;Sadeghi et al, 2013;Roche & Harrington, 2013) amongst others. Since English is the medium of instruction at the BUE, for students to be able to engage effectively in their academic studies and perform well, they must be able to read, write, listen and speak at a level appropriate to their studies on entry to the university.…”

Section: Discussionsupporting

confidence: 94%

“…), this study presented evidence to show that as the student's English language proficiency increases so does their academic success. This finding is in accordance with the results of other studies (Sahragard et al, 2011;Maleki & Zangani (2007); Sadeghi et al, 2013). As shown in Table 4, comparing the four English levels (Pre-Intermediate, Intermediate, Upper Intermediate and Advanced) with grade bands (A, B, C, D & F), students entering the university at the Upper Intermediate and Advanced levels have performed better than those in the lower English levels.…”

Section: Discussionsupporting

confidence: 92%

“…Other studies from Iran have reported similar findings. For example, Maleki and Zangani (2007) found a significant connection between proficiency and grade point averages of academic achievement of EFL students majoring in English translation while Sadeghi et al (2013) found that proficiency in English could significantly influence academic achievement of medical students.…”

Section: Review Of the Literaturementioning

confidence: 99%

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The Relationship Between English Language Proficiency And Academic Performance of University Students – Should Academic Institutions Really be Concerned?

Ghenghesh

2014

IJALEL

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This paper aims to investigate if there is a relationship between English language proficiency and the overall academic performance of Preparatory Year students in three faculties: Engineering, Business (including Business Administration, Economics and Political Science) and Informatics and Computer Science. Data was obtained from the Student Record System of 566 students and three sets of statistical analysis were performed. The results indicated that there is a significant but moderate positive relation between the students' proficiency in English and their overall academic success. Specifically, the higher the English proficiency of students on entry to the university, the better they performed in their degree area courses as well as in their English levels.At the British University in Egypt (BUE) the majority of students are Egyptian. Literary Arabic is the official language, with Egyptian Arabic the vernacular. English, however, is the medium of instruction in all departments and faculties at the university. Therefore, to be admitted to the university, all students needed to score 105 to 119 (Pre-Intermediate) on the Oxford Placement Test which is equivalent to IELTS 3. However, since the writing of this paper, with the exception of the Faculty of Nursing, the entry score has been increased to 120 to 134 (Intermediate) which is equivalent to IELTS 4. English courses at the BUE are taken alongside the students' degree area courses as language support and students must pass them to progress to the next level. In addition, passing English courses has become a condition of progression in the faculties (i.e. Intermediate English is a condition of progression to Degree Year 1; Upper Intermediate English to Degree Year 2; and Advanced English to Degree Year 3). Students entering the BUE come from three main educational backgrounds: Thanaweya Amma, American High School Diploma and IGCSE/GCSE. Interestingly, Murray (2010) states that "despite meeting the English language entry criteria of their receiving institutions, many NESB students still struggle to cope with the linguistic demands of their degree courses as a result of inadequate levels of proficiency" (p.61). Along similar lines, reporting on the weaknesses of Yemeni Arab students Abbad (1988) states that "in spite of the low proficiency level in English of most applicants they are accepted into the department" (p.15). In addition, there has been concern and debate over the level of the English language proficiency of students upon entry to universities across Australia and in other countries as well (Barthel, 2012). Therefore, based on the above findings and the recommendations of Dooey (1999) who suggested that "each receiving institution make its

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Section: Discussionsupporting

confidence: 94%

Section: Discussionsupporting

confidence: 92%

Section: Review Of the Literaturementioning

confidence: 99%

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The Relationship Between English Language Proficiency And Academic Performance of University Students – Should Academic Institutions Really be Concerned?

Ghenghesh

2014

IJALEL

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“…Other studies from Iran have reported similar findings. For example, Maleki and Zangani (2007) found a significant connection between proficiency and grade point averages of academic achievement of students majoring in English translation while Sadeghi et al (2013) found that proficiency in English Language could significantly influence academic achievement of medical students.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Effect of English Language proficiency on students performance in cataloguing and classification courses in polytechnic - based library schools in Nigeria

Rafiu¹,

Nwalo²

2016

Int. J. Lib. Inf. Sci.

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The study investigates the effect of English Language proficiency on student's performance in cataloguing and classification courses in polytechnic-based library schools in Nigeria. This is against the background of the phobia the students have for cataloguing and classification. Descriptive survey method was adopted while a questionnaire, English Language proficiency test and cataloguing and classification test were used for data collection. Total enumeration technique was used to select all 1019 HND students from four purposively selected Nigerian polytechnics. Data were analysed using Pearson Product Moment Correlation at 0.05 level of significance. The students' performance in the English language proficiency test is in the following order; Federal Polytechnic Offa (X=38.45); Federal Polytechnic Oko (X=37.15); Federal Polytechnic Kaduna (X=32.82); and Federal Polytechnic Nekede. Mean scores for cataloguing and classification test were: Federal Polytechnic, Kaduna (X=46.044); Federal Polytechnic, Nekede (X=45.432); Federal Polytechnic, Oko (X=44.229) and Federal Polytechnic Offa (X=42.625). The study revealed that English Language proficiency has a significant correlation with performance in cataloguing and classification courses. The study recommended that secondary school authorities in Nigeria should provide adequate resources for teaching English language so that the potential polytechnic students will have a good background in English language to enhance their performance in cataloguing and classification. The general studies programme in English in Nigerian polytechnics should be reviewed to make it more effective while the library schools should provide adequate resources for the teaching and learning cataloguing and classification for enhanced performance.

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“…Because of this increased international immigration, the number of non-English speaking students attending English language schools has also increased (Faltis, 2014;Kim & Helphinstine, 2017). Moreover, English language proficiency has been described as a challenge to academic achievement in countries around the world, including Australia (Watkins, Razee, & Richters, 2012), Germany (Brandenburg et al, 2016), Canada (Roessingh & Douglas, 2012), and Iran (Sadeghi, Kashanian, Maleki., & Haghdoost, 2013).…”

Section: Introductionmentioning

confidence: 99%

Disability or Language Difference: How Do We Decide?

Carothers

Parfitt

2017

AM J QUALITATIVE RES

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Increased globalization has resulted in increased attendance of language minority students in schools worldwide. These language differences confound efforts to identify students with disabilities. This case study provides a hypothetical example of interaction between language, social, and academic difficulties in determining existence of a disability and planning appropriate academic programming for a recently immigrated elementary school student named Filipe. Users of this case must analyze and synthesize cultural, behavioral, academic, and linguistic information as well as apply knowledge of legal requirements and best practices to determine an appropriate course of action for Felipe. This case study clarifies the need for additional research regarding how to distinguish between presence of a disability and normal challenges of adapting to a new language and culture in academic settings.

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English Language Proficiency as a Predictor of Academic Achievement among Medical Students in Iran

Cited by 25 publications

References 25 publications

The Relationship Between English Language Proficiency And Academic Performance of University Students – Should Academic Institutions Really be Concerned?

The Relationship Between English Language Proficiency And Academic Performance of University Students – Should Academic Institutions Really be Concerned?

Effect of English Language proficiency on students performance in cataloguing and classification courses in polytechnic - based library schools in Nigeria

Disability or Language Difference: How Do We Decide?

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