An Assessment of English Performance Achievement: Basis for Policy Direction and Intervention Program (original) (raw)
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Psychology and Education: A Multidisciplinary Journal, 2022
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International Conference on Research in Social Sciences, Humanities and Education, 2016
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English Test Performance and The Contextual Factors On Tertiary Education
Journal of English Language Teaching and Applied Linguistics, 2021
Even though English has remained an important element at different levels of education, studies in different parts of the world indicate that proficiency and performance in English can be a challenge. A specific example is the case of Mexico. Learning English has been stated as important in the Mexican education system for decades, yet, Mexico has held low proficiency in English for a long time. This study forms part of a larger mixed-methodology study of an institution of higher education in southeast Mexico. This paper aims to explore the descriptive results of 882 firstyear university students on an English institutional test to study their language performance and the salient contextual factors. The test results were analyzed using descriptive statistics and correlations using SPSS, version 21. The results show that students' English test performance is mostly low. Independent sample t-tests indicate that while gender is not an influencing factor on test performance, higher exam scores are associated with the type of high school education.
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Assessed in the First Year Courses 9.2.5. Evaluating the Effectiveness of the Foundation Programme Assessment in retrospect 9.2. The Results of the Teacher Interviews 9.3.1. Correlation between English Language Proficiency and Academic Achievement ` 9.3.3. Teachers" Perceptions of the Effectiveness of the Foundation Programme 9.3.4. Assessing Language Accuracy of written Assignments in Academic English Language Courses 9.3.5. Problematic Issues in Marking Written Assignments 9.4. Discussion 9.4.1. Correlation Between Language Proficiency and Academic Achievement 9.4.2. Language Related Difficulties the Students Face in FY 9.4.3. The Effectiveness of FP Assessment in Retrospect 9.4.4. Assessing Language Accuracy in Written Assignments 9.5. Summary and Concluding Remarks CHAPTER 10: Predictive Validity of the English Language Assessment at the Foundation Programme
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English Proficiency and Academic Performance of St. Dominic College of Asia Students
English has gained acceptance in the educational systems of several countries like the Philippines. Therefore, it is not surprising that proficiency in this language is used as an indicator of academic achievement in schools. Deficiency in the language of instruction would mean students could never perform well in the courses taught using English as medium of instruction. This study utilizes the ex post facto, descriptive, correlational design of research, in which variables such as actual and perceived English proficiency and academic performance are primarily considered.
English Proficiency as Predictor of Academic Performance of Grade 1 Learners
Psychology and Education: A Multidisciplinary Journal, 2024
This study aimed to determine the level of English proficiency as predictor of academic performance of Grade 1 learners in East Maitum District. This study employed quantitative research design utilizing descriptive survey. The respondents of this study were the 194 Grade 1 learners from the 6 different elementary schools in East Maitum District. The following conclusions were established and formulated based on the results of the study: First, the level of English proficiency of learners was high in terms of spelling skills and writing skills, while moderately high in terms of grammar skills. Second, the majority of the learners obtained a very satisfactory academic performance. Lastly, the domains that predict the academic performance of Grade 1 learners were the spelling and writing skills. Nevertheless, English proficiency enabled learners to comprehend and effectively engage with course materials, participate in class discussions, and produce written assignments with clarity and precision, thus fostering success in their academic endeavors.
This study probes the effect of a remedial English course in raising the level of English proficiency of freshmen at the United States International University. Using a quasi-experimental design, it tracks 46 underprepared students, admitted to the USIU in the Summer Semester of 2011 who failed to make the threshold for university course in a placement test (pretest) and went through a remedial English course for 14 weeks. On completion of the course, they were given the same placement test (posttest). Comparisons between the scores in the pretest and those on the post-test are used to determine the significance of the change the treatment gives the students. Further comparisons are made between the scores incomposition and in the grammar sections of the pretest and posttest and variation between the scores of students. T-tests establish a significant and positive difference at p value of p=0.00 between overall performance between the pretest and posttest andbetween grammar and composition aspects of the tests. The conclusion is therefore that the remedial class raises the English proficiency of the students
eku.comu.edu.tr
The main purpose of this study is to have an idea on the students and instructors' perceptions of the exams of Compulsory English Language Course which students take three hours a week at elementary level of English at Çanakkale Onsekiz Mart Universtiy. This study will also provide some suggestions for constructing and administering better language tests for the students taking Compulsory English Language Courses at different universities. According to the results of the study, the students and the instructors prefer other test techniques to be used in the exams in addition to the multiple-choice test technique. Results also reveal that instructors should also use teachermade achievement tests in addition to the Standardized achievement tests as students have different language levels. In sum, the study presents the students and instructors' perceptions of what has been done so far, what is being done now, and what can be done in the future to test students' language performance at universities at elementary level.
Journal of Ismailia Faculty of Education, Suez Canal University, 2(4), 81-107., 2003
Tests developed by newly appointed teachers of English at the preparatory stage: analysis and suggestions for improvement. By Dr. Ayman Sabry Daif-Allah ( Prof. of English Education at Suez Canal University) & Dr. Mohamed Ismail Abu-Rahmah (Professor of English Education at Suez Canal University, Egypt). (Abstract): This study investigated the validity of the process of student achievement test development in English as a foreign language in the Egyptian context and its impact on test performance. Data was gathered using task-based self-assessment of classroom assessment knowledge and skills, thinking aloud protocol, and assessment training needs questionnaire. Besides, thirty language quizzes and assessment activities were analyzed in the light of a language test evaluation scale. Results provide some external support for the assumption that student achievement test development in English as a foreign language in the cases analyzed was invalid and this consequently affects test performance.