The Link Between Academic Success and L2 Proficiency in the Context of Two Professional Programs

Abstract

This article reports on two studies conducted at the same university, one investigating the link between ESL scores on an advanced ESL test and the grade point average (GPA) obtained over two semesters and the other investigating the link between French second language (FSL) scores on an advanced L2 test and both the number of courses failed and the first semester GPA. Graham's (1987) review of the literature pointed out the problems associated with research that attempts to delineate the relationship between language proficiency and academic performance, including the nature of the measures used to define L2 proficiency; the definition of academic success, especially when the GPA reported may be based on unequal numbers of courses or on dissimilar courses; and the possible influence of other variables in determining academic success. Language proficiency in our two studies consisted of measures of listening (FSL only), reading comprehension, and writing ability based on communicative principles previously validated in other work. The participants in the ESL study were 34 overseas Chinese students who had all participated in a pre-study English for Academic Purposes (EAP) program and were subsequently enrolled in a Master of Business Administration (MBA) program, where they were tracked for 18 months. Those in the French study were Canadian L1 and L2 French speakers (N = 100, N = 36) enrolled in a three-year program in civil law. In both programs, all students took the same courses. In the ESL study, other data were obtained from interviews with professors and students, a questionnaire on reading practices, and final exam marks. In the FSL study, comparisons were made between L1 and L2 profiles on the measures outlined above and the students' incoming college grades. From these data it has been possible to provide more complete answers regarding the relationship of language proficiency to academic success than was possible in much previous work.

Do anxiety and English proficiency level affect writing performance in second language (L2) learning?

“…Hence, it must be emphasized that the inferred model has shown to be valid for predicting the dependent variable of English writing performance. These results support the conclusions established by some scholars such as Bayliss and Raymond (2004), Matsuda and Gobel (2004) and Hubert (2013) that connect pupils' language proficiency to writing performance. Over long-term periods, students improved their compositions and produced high quality, error-free writings.…”

“…Hence, one may conclude that those students who are proficient in foreign language classes usually produce better compositions (Hubert 2013). However, this does necessarily imply that they are proficient in speaking, because as Bayliss and Raymond (2004) point out, these tests do not provide an individual with an oral proficiency score. These researches show a correlation between English proficiency level and test results in writing or oral presentations.…”

“…Many studies have assessed the implications of English proficiency on the scores students attain on these tests. Bayliss and Raymond (2004) have identified some problems with these measures, as have other researchers. Both the QPT and the TOEFL assess the overall proficiency level of English learners with a single global score, but without providing individual scores for each of the four skills tested.…”

“…Both the QPT and the TOEFL assess the overall proficiency level of English learners with a single global score, but without providing individual scores for each of the four skills tested. According to the Bayliss and Raymond (2004) study, there is a strong correlation between students' English language proficiency and their academic performance, as observed by teachers in the classroom. According to Hubert's analysis (2013), learners' foreign language proficiency is a predictor of overall academic success.…”

Language Proficiency and Academic Success

“…Notwithstanding this tepidity, a wealth of studies provides modest but significant evidence that language proficiency correlates positively with academic success (Ayers & Peters, 1977;Bayliss & Raymond, 2004;Dooey & Oliver, 2002;Feast, 2002;Kerstjens & Nery, 2000;Light, Xu, & Mossop, 1987;Stoynoff, 1997;Woodrow, 2006). What's more, an examination of international and domestic students at an Australian university reported weaker academic performance from international students, but this difference disappeared when language ability was taken into account (Ramburuth, 2001).…”