Impact of English Proficiency on Academic Performance of International Students

Autor/inn/en	Martirosyan, Nara M.; Hwang, Eunjin; Wanjohi, Reubenson
Titel	Impact of English Proficiency on Academic Performance of International Students
Quelle	In: Journal of International Students, 5 (2015) 1, S.60-71 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	English (Second Language); Second Language Learning; Language Proficiency; Student Attitudes; Grade Point Average; Academic Achievement; Undergraduate Students; Foreign Students; Reading Skills; Writing Skills; Oral Language; Statistical Analysis; Listening Skills; Language Tests; Questionnaires; Factor Analysis; Multiple Regression Analysis; Louisiana; International English Language Testing System; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Schülerverhalten; Schulleistung; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Statistische Analyse; Language test; Sprachtest; Fragebogen; Faktorenanalyse; Language tests; Englisch
Abstract	Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year of college. Statistical analyses revealed significant differences in language proficiency and multilingualism in relation to academic performance. The highest mean GPA was evident among students who had reported high levels of self-perceived English language proficiency, and among students who spoke at least three languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01