NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1207608
Record Type: Journal
Publication Date: 2019
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0963-9284
The Effect of Language Proficiency on Approaches to Learning and Satisfaction of Undergraduate Accounting Students
Bobe, Belete J.; Cooper, Barry J.
Accounting Education, v28 n2 p149-171 2019
Employing the approaches to learning theoretical framework, this study examines the effects of language proficiency on overall student satisfaction with a unit of study mediated by approaches to learning accounting. Survey data was gathered from undergraduate second year accounting students from an Australian and an Ethiopian universities using the Biggs, Kember, and Leung [(2001). The revised two-factor study process questionnaire: R-SPQ-2F. "British Journal of Educational Psychology", 71(1), 133-149] Revised Two-Factor Study Process Questionnaire. Language proficiency of the students was measured using English language background as a proxy. The results confirm previous studies that students who have relatively high (low) English language proficiency are likely to adopt a deep (surface) approach to learning compared to their counterparts; and also that high (low) language proficiency is associated with more (less) overall satisfaction with a unit of study. In some cases, a surface approach might be linked to greater student satisfaction when the level of the language proficiency is low although this is not a desirable outcome.
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:
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: Australia; Ethiopia
Grant or Contract Numbers: N/A