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Benchmarking EAP written assessment with the CEFR, video recording
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In: SCU College (2019)
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Offshore and onsite placement testing for English pathway programmes
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In: SCU College (2018)
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Assessing the role of digital literacy in English for academic purposes university pathway programs
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In: SCU College (2017)
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| 4 |
Road sign romanization in Oman: the linguistic landscape close-up
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In: SCU College (2017)
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| 5 |
Offshore and onsite placement testing for English pathway programmes
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| 6 |
Vocabulary recognition skill as a screening tool in English-as-a-Lingua-Franca university settings
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In: SCU College (2016)
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| 7 |
Evidence that L2 production training can enhance perception
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In: SCU College (2015)
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| 8 |
University EAP pathway placement testing: scoring vocabulary test performance
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In: SCU College (2015)
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| 9 |
Word recognition skill and academic success across disciplines in an ELF university setting
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In: SCU College (2014)
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Abstract:
Previous research (Harrington & Roche, 2014) showed that the Timed Yes/No Test (a measure of vocabulary size and response speed) is an effective tool for screening undergraduate students at risk of failure in English-as-a-Lingua-Franca (ELF) university settings. This study examines how well performance on the test predicts grade point averages across different academic disciplines in one of those contexts, an ELF university in Oman. First year students (N= 280) from four academic disciplines (Humanities, IT, Business and Engineering) completed Basic and Advanced versions of the Timed Yes/No Test. The predictive validity of word recognition accuracy (a proxy for size) and response time measures on GPA outcomes were examined independently and in combination. Two patterns emerged. Word accuracy was a better predictor of academic performance than response time for three of the groups, Engineering the exception, accounting for as much as 25% of variance in GPA. Response time accounted for no additional unique variance in the three groups after accuracy scores were accounted for. In contrast, accuracy was not a significant predictor of GPA for the Engineering group but response time was, accounting for 40% of the variance in academic performance. The findings are related to the use of the Timed Yes/No Test as a reliable and cost-effective screening tool in Post Enrolment Language Assessment (PELA) applications in ELF settings.
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Keyword:
academic English; academic performance; Education; recognition speed; screening; vocabulary size
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URL: https://epubs.scu.edu.au/scucollege_pubs/25
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| 10 |
Identifying academicaly at-risk students in an English-as-a-Lingua-Franca university setting
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In: SCU College (2014)
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| 11 |
The role of word recognition skill in academic success across disciplines in an ELF university setting
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| 12 |
Identifying academically at-risk students in an English-as-a-Lingua-Franca university setting
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| 14 |
Articulatory training enhances ability to perceptually discriminate problematic second language sounds
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In: SCU College (2013)
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| 15 |
Learning to hear by learning to speak: the effect of articulatory training on Arab learners' English phonemic discrimination
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In: SCU College (2013)
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| 16 |
Recognition vocabulary skill as a predictor of academic English performance and academic achievement in English
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In: SCU College (2013)
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| 17 |
Recognition vocabulary knowledge as a predictor of academic performance in an English as a foreign language setting
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| 18 |
Migration and lexical variation in the dialect of Tirat Haifa
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In: SCU College (2009)
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