Predictive Validity of the IELTS in an English as a Medium of Instruction Environment

Autor/in	Schoepp, Kevin
Titel	Predictive Validity of the IELTS in an English as a Medium of Instruction Environment
Quelle	In: Higher Education Quarterly, 72 (2018) 4, S.271-285 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schoepp, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/hequ.12163
Schlagwörter	Predictive Validity; Language of Instruction; English (Second Language); Second Language Learning; Foreign Countries; Language Proficiency; Language Tests; Access to Education; Universities; Undergraduate Students; Academic Achievement; Grade Point Average; Guidelines; Bilingual Education; United Arab Emirates; International English Language Testing System + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Education; Access; Bildung; Zugang; Bildungszugang; University; Universität; Schulleistung; Richtlinien; Bilingual teaching; Bilingualer Unterricht; Vereinigte Arabische Emirate; Language tests; Englisch
Abstract	As access to a university education has increased globally, there have also been increases in the number of universities that use English as a medium of instruction (EMI) and in the number of non-English-speaking students studying in English-speaking countries. Correspondingly, the English language proficiency of students studying in EMI environments is becoming increasingly significant. Using a large sample of 953 undergraduate students at an EMI university in the United Arab Emirates (UAE), this paper examines the predictive validity of the International English Language Testing System (IELTS) as it pertains to the academic success of students as determined by grade point average and addresses implications and appropriateness of further language support. Results indicate that IELTS scores are a meaningful predictor of academic success, especially in the EMI environment that exists in the UAE. Lower than the IELTS guidelines, an IELTS 6.0 seems to be a key benchmark that predicts academic success. It may be that this more moderate English proficiency score is a better fit for non-English-speaking countries, but that further language support embedded into degree programmes is necessary except at the highest proficiency levels, and that a bilingual option should be considered at the lowest proficiency levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01