Document Type

Article

Source of Publication

International Journal of Applied Linguistics and English Literature

Publication Date

1-1-2016

Abstract

© 2016, Australian International Academic Centre PTY LTD. All rights reserved. This study compares the relationship between International English Language Testing System (IELTS) entrance scores and academic success as defined by general education program GPA for students at a federal university in the United Arab Emirates in order to reflect upon regional English language proficiency entrance requirements. It focuses on one group of students, direct entry students who have bypassed the English language foundation program with an overall IELTS 6.0 or greater and were admitted straight into the baccalaureate program. Students were grouped according to their IELTS proficiency levels: 6.0, 6.5 or ≥7.0. Measures of central tendency for overall GPA and academic-streamspecific GPA, along with the overall IELTS and the corresponding sub-scores were calculated. To test the statistical significance of any mean score GPA differences that existed between the 3 IELTS groups, a One-Way ANOVA was calculated. Based on the statistical analyses, the IELTS ≥7.0 group appears to have achieved a meaningful threshold for academic success in that they have consistently outperformed the other direct entry students. This finding corresponds to international entrance-requirement standards for non-native speakers of English.

ISSN

2200-3452

Publisher

Australian International Academic Centre PTY LTD

Volume

5

Issue

3

First Page

145

Last Page

151

Disciplines

Education

Keywords

Academic success, English proficiency, Higher education, IELTS, United Arab Emirates

Scopus ID

84960813500

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Gold: This publication is openly available in an open access journal/series

Included in

Education Commons

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