Graduate Outcomes of Undergraduate Students with English as
- Slides: 43
Graduate Outcomes of Undergraduate Students with English as an Additional Language (EAL): Patterns and Implications DR PAMELA HUMPHREYS MACQUARIE UNIVERSITY ENGLISH LANGUAGE CENTRE UECA Assessment Symposium 2018
Overview Introduction Methods Results Discussion
Introduction
Introduction Literature • English language proficiency (ELP) in higher education (Arkoudis & Doughney, 2014; Birrell et al. , 2006; IEAA, 2013) • Exit testing (Craven, 2011; Humphreys & Mousavi, 2010; Knoch, Rouhshad, Oon & Storch, 2015; O’Loughlin & Arkoudis, 2009)
Introduction Regulatory environment • Principles and standards (AUQA, 2012; DEEWR, 2008; Barthel, 2012) • Focus on ELP by national regulators (Australian Government, 2015; Australian Government, 2015)
Introduction: Research Questions RQ 1 • What are the graduating outcomes of undergraduate international EAL students (as measured by IELTS (Academic) and GPA)? RQ 2 • Is there any systematic variability in these graduating outcomes correlating with the variables of i) gender, ii) first language, iii) discipline, iv) entry pathway to the University, or v) reason for taking the IELTS test?
Methods
Methods: Data collection • Single site Australian university • Undergraduate EALs • IELTS (Academic) exit test • Voluntary; subsidised • Captive sample • n = 564
Methods: Data collection • ID • Date of birth • Gender • First language • Entry pathway • Undergraduate degree program • Grade Point Average (GPA) at graduation • IELTS (Academic) at graduation • Reason for taking IELTS test
Methods: Data analysis • R Statistical Software version 3. 2. 1 • Descriptive statistics • Preliminary data plots • Linear regression (Casella & George, 1992; Kaplan, 2014; Madsen & Thyregod, 2011)
Methods: 2 Dependent Variables IELTS (Academic) 0 -9 Grade Point Average (GPA) 0 -7
Methods: 5 Independent Variables IELTS Academic Grade Point Average (GPA) Gender First language Discipline Entry pathway Reason for taking the IELTS test
Methods: Independent Variables IELTS Academic Gender (2) First language (43 aggregated* to 8) Discipline (4) Entry pathway (4) Reason for taking the IELTS test (4) Male English Business Proficiency test Migration Female Chinese Health Employment Vietnamese Science & Technology Language of Instruction (LOI) Korean *Indian languages Grade Point Average (GPA) *African languages *Indo-European languages *Austronesian languages Arts & Social Sciences Diploma pathway partner (PP) Direct Entry Program pathway (DEP) Further study Other
Results
Results: descriptive statistics
IELTS Overall Scores (n = 564) Variable IELTS Overall (0 -9) n 564 Minimum 4. 0 Maximum 9. 0 Mean 6. 61 Median SD 6. 5 . 85 N. B. Undergraduate entry level at time of data collection was IELTS 6. 0
IELTS Overall Scores (n = 564) Variable IELTS Overall (0 -9) n 564 Minimum 4. 0 Maximum 9. 0 Mean 6. 61 Median SD 6. 5 . 85 Paired t-test: (M = 6. 91, SD =. 78), t(86) = 6. 34, p <. 000 (two-tailed)
Cross-tabulation (n = 86) PRE/POST SCORES (χ2 (28, n = 86) = 87. 09, p =. 000) Mean increase of. 38 of a band score
GPA Scores (n = 564) Variable GPA (0 -7) n 564 Minimum 2. 96 Maximum 6. 9 Mean 4. 67 Median 4. 57 SD. 77
Correlation between GPA & IELTS Variable GPA Note: ***p <. 001 GPA Listening 1 . 39*** Reading . 41*** Writing . 32*** Speaking . 19*** Overall IELTS . 38***
Linear regression
Coefficients of linear regression (IELTS)
Coefficient Intercept Females Males Business Mean LCI UCI 8. 14 7. 83 8. 45 0 -0. 14 -0. 27 -0. 02 0 English 0 African -0. 33 -0. 65 0. 00 Austronesia -0. 78 -1. 18 -0. 38 Chinese -1. 45 -1. 72 -1. 18 Indian -0. 91 -1. 20 -0. 62 Indo European -0. 35 -0. 67 -0. 03 Korean -1. 39 -1. 70 -1. 10 Vietnamese -1. 56 -1. 90 -1. 20 Social sciences -0. 06 -0. 29 0. 17 Health -0. 18 -0. 38 0. 03 0. 15 -0. 04 0. 35 0 -0. 57 -0. 81 -0. 32 LOI -0. 18 -0. 35 0. 00 PP -0. 40 -0. 57 -0. 24 0 Further study -0. 23 -0. 42 -0. 06 Migration -0. 04 -0. 19 0. 11 Other 0. 03 -0. 17 0. 23 Sigma 0. 65 0. 62 0. 70 Science/Technology TEST DEP Employment in Australia
Coefficient Intercept Females Males Business Mean LCI UCI 8. 14 7. 83 8. 45 0 -0. 14 -0. 27 -0. 02 0 English 0 African -0. 33 -0. 65 0. 00 Austronesia -0. 78 -1. 18 -0. 38 Chinese -1. 45 -1. 72 -1. 18 Indian -0. 91 -1. 20 -0. 62 Indo European -0. 35 -0. 67 -0. 03 Korean -1. 39 -1. 70 -1. 10 Vietnamese -1. 56 -1. 90 -1. 20 Social sciences -0. 06 -0. 29 0. 17 Health -0. 18 -0. 38 0. 03 0. 15 -0. 04 0. 35 0 -0. 57 -0. 81 -0. 32 LOI -0. 18 -0. 35 0. 00 PP -0. 40 -0. 57 -0. 24 0 Further study -0. 23 -0. 42 -0. 06 Migration -0. 04 -0. 19 0. 11 Other 0. 03 -0. 17 0. 23 Sigma 0. 65 0. 62 0. 70 Science/Technology TEST DEP Employment in Australia
Coefficient Intercept Females Males Business Mean LCI UCI 8. 14 7. 83 8. 45 0 -0. 14 -0. 27 -0. 02 0 English 0 African -0. 33 -0. 65 0. 00 Austronesia -0. 78 -1. 18 -0. 38 Chinese -1. 45 -1. 72 -1. 18 Indian -0. 91 -1. 20 -0. 62 Indo European -0. 35 -0. 67 -0. 03 Korean -1. 39 -1. 70 -1. 10 Vietnamese -1. 56 -1. 90 -1. 20 Social sciences -0. 06 -0. 29 0. 17 Health -0. 18 -0. 38 0. 03 0. 15 -0. 04 0. 35 0 -0. 57 -0. 81 -0. 32 LOI -0. 18 -0. 35 0. 00 PP -0. 40 -0. 57 -0. 24 0 Further study -0. 23 -0. 42 -0. 06 Migration -0. 04 -0. 19 0. 11 Other 0. 03 -0. 17 0. 23 Sigma 0. 65 0. 62 0. 70 Science/Technology TEST DEP Employment in Australia
Posterior estimates of linear regression for First Language (IELTS) English
Posterior estimates of linear regression for Entry pathway (IELTS) Proficiency test
Coefficients of linear regression (GPA)
Coefficient Intercept Females Males Business African Mean LCI UCI 8. 14 4. 80 5. 50 0 -0. 17 -0. 31 -0. 03 0 -0. 41 -0. 78 -0. 04 Austronesia -0. 17 -0. 61 0. 29 Chinese -0. 27 -0. 57 0. 03 Indian -0. 52 -0. 84 -0. 19 0. 05 -0. 30 0. 42 Korean -0. 26 -0. 60 0. 08 Vietnamese Indo European -0. 02 -0. 42 0. 38 Social sciences 0. 07 -0. 20 0. 33 Health 0. 05 -0. 19 0. 28 Science/Technology 0. 32 0. 10 0. 53 0 DEP -0. 32 -0. 60 -0. 04 LOI -0. 12 -0. 31 0. 08 PP -0. 22 -0. 41 -0. 03 0 -0. 09 -0. 29 0. 10 -0. 11 -0. 27 0. 06 0. 14 -0. 08 0. 36 0 0. 74 0. 70 0. 79 TEST Employment in Australia Further study Migration Other English Sigma
Coefficient Intercept Females Males Business African Mean LCI UCI 8. 14 4. 80 5. 50 0 -0. 17 -0. 31 -0. 03 0 -0. 41 -0. 78 -0. 04 Austronesia -0. 17 -0. 61 0. 29 Chinese -0. 27 -0. 57 0. 03 Indian -0. 52 -0. 84 -0. 19 0. 05 -0. 30 0. 42 Korean -0. 26 -0. 60 0. 08 Vietnamese Indo European -0. 02 -0. 42 0. 38 Social sciences 0. 07 -0. 20 0. 33 Health 0. 05 -0. 19 0. 28 Science/Technology 0. 32 0. 10 0. 53 0 DEP -0. 32 -0. 60 -0. 04 LOI -0. 12 -0. 31 0. 08 PP -0. 22 -0. 41 -0. 03 0 -0. 09 -0. 29 0. 10 -0. 11 -0. 27 0. 06 0. 14 -0. 08 0. 36 0 0. 74 0. 70 0. 79 TEST Employment in Australia Further study Migration Other English Sigma
Coefficient Intercept Females Males Business African Mean LCI UCI 8. 14 4. 80 5. 50 0 -0. 17 -0. 31 -0. 03 0 -0. 41 -0. 78 -0. 04 Austronesia -0. 17 -0. 61 0. 29 Chinese -0. 27 -0. 57 0. 03 Indian -0. 52 -0. 84 -0. 19 0. 05 -0. 30 0. 42 Korean -0. 26 -0. 60 0. 08 Vietnamese Indo European -0. 02 -0. 42 0. 38 Social sciences 0. 07 -0. 20 0. 33 Health 0. 05 -0. 19 0. 28 Science/Technology 0. 32 0. 10 0. 53 0 DEP -0. 32 -0. 60 -0. 04 LOI -0. 12 -0. 31 0. 08 PP -0. 22 -0. 41 -0. 03 0 -0. 09 -0. 29 0. 10 -0. 11 -0. 27 0. 06 0. 14 -0. 08 0. 36 0 0. 74 0. 70 0. 79 TEST Employment in Australia Further study Migration Other English Sigma
Posterior estimates of linear regression for First Language (GPA) English
Posterior estimates of linear regression for Entry pathway (GPA) Proficiency test
Discussion
Research Questions RQ 1 • What are the graduating outcomes of undergraduate international EAL students (as measured by IELTS (Academic) and GPA)? RQ 2 • Is there any systematic variability in these graduating outcomes correlating with the variables of i) gender, ii) first language, iii) discipline, iv) entry pathway to the University, or v) reason for taking the IELTS test?
Discussion Within the identified variables • • Limited language improvement during degrees Language is not guaranteed to improve L 1 is a legitimate explanation for increased potential linguistic challenges: the greater the distance from English, the greater the challenge The same patterns by L 1 were not found for academic outcomes as linguistic outcomes Different linguistic groups require differentiated support Language is a key enabler but not guarantee of academic success Tendencies rather than predictions of future student performance: beware generalisations Is first language an intervening variable masking other aspects of within-group homogeneity (Cummins & Swain, 1984; Phakiti, Hirsh & Woodrow, 2013)?
Agent management Foreign Service Institute typology of language difficulty 1 French Italian Spanish Swedish 3 Estonian Finnish Thai Vietnamese http: //aboutworldlanguages. com/language-difficulty 2 4 Czech Russian Turkish Urdu Arabic Mandarin/Cantonese Korean Japanese
Discussion Beyond the identified variables
Discussion Beyond the identified variables • • Individual differences (Cotton & Conrow, 1998; Storch & Hill, 2008; Phakiti, Hirsh & Woodrow, 2013) Cognitive factors (Criper & Davies, 1998) Socioeconomic factors (Bailey & Butler, 2007; Cummins, 2000) Further research needed
Implications for ELICOS providers • play an important role in ensuring strong language proficiency at commencement of higher ed program • can message to students about likely limited ELP improvement once commence degree • should encourage students to develop skills to continue to develop their ELP
Implications for higher ed providers Higher ed providers should • have (and communicate) realistic expectations of ELP improvement • explicitly attend to ELP during degrees • target academic language support for speakers of first languages more typologically distant from English • target academic skills support for speakers of African and Indian languages
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