Comparison of Chinese and Western English Language Proficiency Measures in Transnational Business Degrees

Autor/inn/en	Farley, Alan; Yang, Helen Hong; Min, Le; Ma, Shuang
Titel	Comparison of Chinese and Western English Language Proficiency Measures in Transnational Business Degrees
Quelle	In: Language, Culture and Curriculum, 33 (2020) 3, S.319-334 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farley, Alan) ORCID (Yang, Helen Hong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2019.1630423
Schlagwörter	Comparative Education; English for Academic Purposes; Western Civilization; Language Proficiency; Language Tests; Second Language Learning; Predictor Variables; International Trade; Business Administration Education; Language of Instruction; College Students; Business English; Universities; College Admission; Admission Criteria; Foreign Countries; International Cooperation; Program Descriptions; Chinese; China; Australia + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Zweitsprachenerwerb; Prädiktor; Trade; International relations; Handel; Internationale Beziehungen; Teaching language; Unterrichtssprache; Collegestudent; Business; English; English language; Wirtschaft; Englisch; Wirtschaftsenglisch; University; Universität; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; China; Chinesen; Australien
Abstract	This is the first empirical study to examine the comparative predictive power of Chinese national college English language program (CEP), a Western university's English for academic purpose (EAP) language program, a standardised English language proficiency (SELP) test, and business diploma for the academic performance of Chinese students in transnational business degree programs. The study analysed the academic results of 759 Chinese students who studied in the programs between 2006 and 2014. Crossover repeated measures design and multivariate regressions were used for analysis. Findings revealed that both CEP and EAP were good predictors of the performance in the first-year pathway diploma program. However, neither of them added any predictive power in later year degree subjects beyond the performance in the diploma program. There was a weak link between SELP and either CEP or EAP. This study also found that every student who failed the SELP test but had passed the diploma and the CEP and EAP programs successfully completed the degree. The study raises questions about English-speaking universities using SELP alone as an admission criteria. The study has implications for the admission policy of English-speaking universities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01