The Impact of Academic Acculturation and Language Proficiency on International Students' University Experience and Academic Success: A Longitudinal Study

Autor/inn/en	Neumann, Heike; Kozak, Stephanie; Gil, Leslie
Titel	The Impact of Academic Acculturation and Language Proficiency on International Students' University Experience and Academic Success: A Longitudinal Study
Quelle	In: Canadian Modern Language Review, 79 (2023) 2, S.121-140 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr-2021-0055
Schlagwörter	Language Proficiency; Language Tests; English for Academic Purposes; English (Second Language); Second Language Learning; Second Language Instruction; Scores; Correlation; Grade Point Average; Foreign Students; Acculturation; Foreign Countries; Educational Experience; Academic Achievement; Longitudinal Studies; Student Attitudes; Language Usage; College Entrance Examinations; Canada + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; Akkulturation; Ausland; Bildungserfahrung; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Sprachgebrauch; Aufnahmeprüfung; Kanada
Abstract	The Canadian Academic English Language (CAEL) assessment is a proficiency test for university admission. Most research has focused on the paper edition, not the recent computer edition (CE). Validity research on other proficiency tests found that relationships between proficiency scores and academic achievement measures can be tenuous because other factors intervene in students' chances of success. Research on academic success has examined academic acculturation as one factor. However, the impact of acculturation on academic achievement has not been examined alongside language proficiency test scores. The current study investigated this issue by focusing on students with a range of CAEL scores and examining the relationship between CAEL-CE scores, academic achievement, and academic acculturation. Forty-four students at a Canadian English-medium university participated in the study. Students' grade point averages were obtained, and an academic acculturation questionnaire was administered. A subset of participants took part in focus groups. The findings and their implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01