Predicting the Academic Achievement of Multilingual Students of English through Vocabulary Testing

Autor/inn/en	Szabo, Csaba Z.; Stickler, Ursula; Adinolfi, Lina
Titel	Predicting the Academic Achievement of Multilingual Students of English through Vocabulary Testing
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 10, S.1531-1542 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Szabo, Csaba Z.) ORCID (Stickler, Ursula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1814196
Schlagwörter	Grade Prediction; Academic Achievement; English (Second Language); Second Language Learning; Vocabulary Development; Language Tests; Foreign Countries; Multilingualism; Bilingual Students; Romance Languages; Hungarian; Language Proficiency; Romania + Suchen Sie Ihr Suchwort? Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Language test; Sprachtest; Ausland; Mehrsprachigkeit; Multilingualismus; Romanische Sprache; Ungar; Ungarisch; Language skill; Language skills; Sprachkompetenz; Rumänien
Abstract	Previous studies on the academic achievement (AA) of students who pursue education in English-medium instruction settings indicate that standardised international language tests demonstrate low predictive power for study success. Consequently, there seems to be clear value in exploring alternative means of determining influential correlators between language proficiency and academic performance, especially in countries where international tests are neither a prerequisite for university admission nor a cost-effective option. This study explored Hungarian native-speakers, members of a linguistic minority living in Romania, studying for a degree in English Language and Literature. English (L3) and Romanian (L2) form-meaning based receptive vocabulary tests have been employed to explore the extent to which they predict AA. The results show significant positive correlations between lexical knowledge in the tested languages and AA. However, regression analyses indicate that English vocabulary scores emerge as the best single predictors and explain over 30% of variance. This suggests that, in the case of typologically close languages, lexical tests are likely measuring the same underlying trait. Given the relatively high predictive power of vocabulary tests in relation to AA, we conclude that lexical knowledge is an important explanatory factor of AA, even in the case of multilinguals. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01