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Journal ArticleDOI

Relationship between English Proficiency and Academic Achievement of Indonesian EFL Postgraduate Students

06 Jun 2023-
TL;DR: In this article , the authors investigated the relationship between Indonesian postgraduate students' English language proficiency and their academic achievement, and found that there is a significant positive linear correlation between English proficiency and academic achievement.
Abstract: There is still a debate about using English proficiency in determining one's academic success or access to an opportunity. Hence, research on the correlation of language proficiency and academic achievement is urgently needed. This study attempted to investigate the relationship between Indonesian postgraduate students’ English language proficiency and their academic achievement. To achieve the objective, 54 male and female postgraduate students majoring in English education at a university in Bandung were involved as the sample. Students’ language proficiency was seen from their Test of English as a Foreign Language (TOEFL) scores and their grade point average (GPA) was used to indicate their academic achievement. All data were analyzed through manual computation of Pearson Product-moment correlation. The result revealed that there is a significant positive linear correlation between English language proficiency and academic achievement. This result suggests that as the English proficiency increases, so does academic achievement. The results are expected to provide insight in understanding whether English language proficiency can increase academic success, especially in educational settings where English is the primary medium of instruction.
References
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Book
01 Mar 1982
TL;DR: A polyphase source of alternating current is converted to a low voltage high current regulated d.c. input in a manner to conserve power and reduce costs by reduction of the number of components required therefor.
Abstract: A polyphase source of alternating current is converted to a low voltage high current regulated d.c. in a manner to conserve power and reduce costs by reduction of the number of components required therefor. To achieve this end, a single transistor is employed for each phase of the polyphase input transformer secondary winding configuration which transistor acts to perform the dual function of providing both rectification and regulation of the a.c. input.

674 citations

Journal ArticleDOI
TL;DR: This paper argued that a dimension of cognitive/academic language proficiency (CALP) can be empirically distinguished from interpersonal communicative skills such as accent and oral fluency in both Li and L2, and that cognitive/ academic proficiencies in both L 1 and L 2 are manifestations of the same underlying dimension.
Abstract: It is argued that a dimension of cognitive/academic language proficiency (CALP) can be empirically distinguished from interpersonal communicative skills such as accent and oral fluency in both Li and L2, and that cognitive/ academic proficiencies in both L1 and L2 are manifestations of the same underlying dimension. This analysis of language proficiency and its crosslingual dimensions is applied to the interpretation of data on the effects of bilingual education programs and on the age issue in second language learning.

635 citations

Book
06 Nov 2000
TL;DR: In this paper, the Chi-square distribution is used to measure the central tendency of the distribution of the number of samples in a set of different groups, and the t-test for independent groups is used for the analysis of variance.
Abstract: Preface Acknowledgments About the Author 1. A Gentle Introduction 2. Descriptive Statistics: Understanding Distributions of Numbers 3. Statistical Parameters: Measures of Central Tendency and Variation 4. Standard Scores, the Z Distribution, and Hypothesis Testing 5. Inferential Statistics: The Controlled Experiment, Hypothesis Testing, and the z Distribution 6. An Introduction to Correlation and Regression 7. The t Test for Independent Groups 8. The t Test for Dependent Groups 9. Analysis of Variance (ANOVA): One-Factor Completely Randomized Design 10. After a Significant Analysis of Variance: Multiple Comparison Tests 11. Analysis of Variance (ANOVA): One-Factor Repeated-Measures Design 12. Analysis of Variance: Two-Factor Completely Randomized Design 13. Post Hoc Analysis of Factorial ANOVA 14. Factorial ANOVA: Additional Designs 15. Nonparametric Statistics: The Chi-Square Test 16. Other Statistical Parameters and Tests Appendix A: z Distribution Appendix B: t Distribution Appendix C: Spearman's Correlation Appendix D: The Chi-Square Distribution Appendix E: F Distribution Appendix F: Tukey's Table References Index

172 citations

Journal ArticleDOI
TL;DR: This article examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States.
Abstract: Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academic performance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59 students who were in their sophomore, junior or senior year of college. Statistical analyses revealed significant differences in language proficiency and multilingualism in relation to academic performance. The highest mean GPA was evident among students who had reported high levels of self-perceived English language proficiency, and among students who spoke at least three languages.Keywords: International students, self-perceived English proficiency, multilingualism, academic performance.In recent years, the number of international students in U.S. institutions of higher education has increased to a record high. According to the Institute of International Education (IIE, 2013), the number of international students studying in U.S.-based postsecondary institutions increased by 7% during 2012-2013 compared to the previous academic year (IIE, 2013). The top three countries with most international students in the United States were China (28.7%), India (11.8%), and South Korea (8.6%) as reported by IIE (2013). Unlike domestic students, international students, especially those from non- English speaking countries, might have difficulties understanding lectures and interacting with their professors due to lack of English proficiency (Ramsay, Barker, & Jones, 1999; Selvadurai, 1998). According to Cummins (1983), it usually takes longer for immigrant students to reach academic norms in a second language (i.e., 5 to 7 years) than to acquire interpersonal communication skills required for day-to-day conversation (i.e., about 2 years). It is assumed that international students from non-English speaking backgrounds (NESB) who reside temporarily in a host country for the purpose of obtaining a degree might take even longer to obtain academic skills in the second language, and their limited language skills might be one of the determinants directly or indirectly influencing their academic success. Therefore, their language proficiency might be a key factor in their academic success (Daller & Phelan, 2013).This research was conducted to investigate the relationship between self-perceived English language proficiency and academic performance of international students in a 4-year university located in north central Louisiana, with the hope of providing insights for administrators or faculty members who wish to promote international students' academic success. Furthermore, the relationship between multilingualism and academic performance was also investigated in this study, hoping to fill the gap that exists in the current literature.Related LiteratureExisting research on factors contributing to academic achievement of students in higher education reveals a number of factors in multiple dimensions. In general, these factors fall into the following four categories: academic, psychosocial, cognitive, and demographic (McKenzie & Schweitzer, 2001). All these factors have been extensively explored and examined by previous research. For example, among academic factors, prior academic achievement (e.g., McKenzie & Schweitzer, 2001; McKenzie, Gow, & Schweitzer, 2004), learning skills and habits (e.g., Abbott- Chapman, Hughes, & Wyld, 1992), learning strategies (i.e., general learning strategies, subject-matterspecific strategies) and approaches (e.g., Duff, Boyle, Dunleavy, & Ferguson, 2004; Pokay & Blumenfeld, 1990; Sadler-Smith, 1996; Watkins & Hattie, 1981) were explored as variables influencing academic performance. With regard to the psychosocial dimension, social integration into the university system, motivation, anxiety, social and emotional support, and psychological health were explored (e. …

119 citations

Trending Questions (3)
How does proficiency in English affect academic achievement among students?

Proficiency in English positively correlates with academic achievement among Indonesian EFL postgraduate students, indicating that higher English proficiency leads to increased academic success.

Can the development of English language proficiency be linked to improved academic performance in other subjects?

Yes, the research indicates a significant positive correlation between English proficiency and academic achievement, suggesting that as English proficiency increases, academic performance also improves in other subjects.

What is the effect of english proficiency in academic performance of students?

The paper states that there is a significant positive correlation between English language proficiency and academic achievement, suggesting that as English proficiency increases, so does academic performance.