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ERIC Number: EJ1124685
Record Type: Journal
Publication Date: 2017-Jan
Pages: 28
Abstractor: As Provided
ISSN: ISSN-0951-5224
Improving the Academic Performance of Non-Native English-Speaking Students: The Contribution of Pre-Sessional English Language Programmes
Thorpe, Andy; Snell, Martin; Davey-Evans, Sue; Talman, Richard
Higher Education Quarterly, v71 n1 p5-32 Jan 2017
There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre-sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full-time students (17,925) attending a major UK HEI in the academic year 2011-2012, 4,342 of whom were non-native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre-sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre-sessional English language proficiency programmes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Identifiers - Assessments and Surveys: International English Language Testing System
Grant or Contract Numbers: N/A