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. …

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Impact of English Proficiency on Academic Performance of International Students

Studies have been conducted to determine the impact of English language on the academic achievement of international students in higher education institutions in the United States. The results of these investigations have been varied and at times contradictory. The purpose of this meta-analysis was to investigate studies from 1987–2009 that examined the correlation between the Test of English as a Foreign Language (TOEFL) on grade point average (GPA) and course completion. The results indicated that the TOEFL has a small predictive ability on GPA and course completion of international students at both the undergraduate and graduate levels. The findings are useful for university admissions offices and academic departments responsible for admissions decisions for international students.

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English Language Proficiency and Academic Achievement of International Students: A Meta-Analysis

The present study investigated the key determinants of Chinese students’ academic success in terms of GPA and the number of credit hours earned in Korean Universities. The determinants investigated included gender, age, prior academic performance, academic self-efficacy, the TOPIK score, self-perceived Korean and English proficiency, and the previous length of Korean and English study. This study specifically focused on three research questions concerning the prediction of Chinese students’ academic success in Korean universities, the additional contribution of Korean and English language proficiency, and the examination of prediction patterns for undergraduate and graduate students. A questionnaire was issued and collected from 138 undergraduate and 63 graduate Chinese students studying in 27 different Korean universities. The questionnaire consisted of four sections: demographic information, academic background, language proficiency and psychological factors. Correlation and multiple regression analyses were conducted to address the proposed research questions. The findings demonstrated that traditional factors, including gender and prior academic performance, were effective predictors of academic success. However, academic self-efficacy did not play an influential role in participants’ academic success. Language proficiency had a moderate effect on Chinese students’ academic success, which is consistent with previous studies that reported a positive statistically significant relationship between language proficiency and academic success. The different natures of undergraduate and graduate studies determined that the predictors of undergraduate and graduate students’ academic success were different. The present study addressed the research gap by integrating theoretical constructs from both psychology and language education, and also by exploring the relationships between language proficiency and academic success in a less researched test, TOPIK, and in two second languages, Korean and English, at the same time. The findings of this study contribute to the overall understanding of international students’ academic success, in particular the success of Chinese students studying in Korean universities.

/pdf/how-language-proficiency-contributes-to-chinese-students-45dzdpbauv.pdf

How language proficiency contributes to Chinese students’ academic success in Korean universities

Market demand for employees who are proficient in English language has increased nowadays, hence, many developing countries including Malaysia has put high emphasis on their local university graduates' capabilities to master the foreign language by implementing various methods of cultivating the use of English in the university settings. Hence, the main objective of this study is to investigate the impact of English language proficiency on a student’s academic performance in the university. Previous studies conducted in this area simply focuses on either testing the results of language tests or perceptions of students themselves, but none have yet to combine both techniques in investigating the impact, especially in Malaysia. This study utilizes 300 respondents among business students from four (4) public universities in Malaysia. The results of the study suggest that on average the respondents do perceive the importance of being proficient in English in manoeuvring the academic environment in the university. The results also indicate significant effect between students’ secondary results (i.e., SPM) and English entrance exam (i.e., MUET) with students’ academic performance in the university (i.e., CGPA).

/pdf/english-proficiency-among-business-students-and-its-impact-2z66tzxb.pdf

English proficiency among business students and its impact on academic performance

/pdf/the-lecture-comprehension-note-taking-strategies-of-second-rd2ham8q4r.pdf

The lecture comprehension & note taking strategies of second year students of english

Soviet Students at U.S. Colleges: Social Perceptions, Language Proficiency, and Academic Success

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Soviet Students at U.S. Colleges: Social Perceptions, Language Proficiency, and Academic Success