Predicting the academic achievement of multilingual students of English through vocabulary testing
Bibliographic Data
| ID | 20505988 |
|---|---|
| Authors | Csaba Zoltan Szabo (0000-0003-1375-0903, School of Education, The University of Nottingham Malaysia Campus, Semenyih, Malaysia, corresponding author), Ursula Stickler (0000-0002-8754-7134, The Open University), Lina Adinolfi (0000-0002-3547-2281, The Open University) |
| Year | 2021 |
| Volume | 24 |
| Issue | 10 |
| Pages | 1531-1542 |
| Publication date | 2021-11-26 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2020.1814196 |
| OpenAlex | W3084347694 |
| Language | EN |
| Citations received | 3 |
| References cited | 38 |
Previous studies on the academic achievement (AA) of students who pursue education in English-medium instruction settings indicate that standardised international language tests demonstrate low predictive power for study success. Consequently, there seems to be clear value in exploring alternative means of determining influential correlators between language proficiency and academic performance, especially in countries where international tests are neither a prerequisite for university admission nor a cost-effective option. This study explored Hungarian native-speakers, members of a linguistic minority living in Romania, studying for a degree in English Language and Literature. English (L3) and Romanian (L2) form-meaning based receptive vocabulary tests have been employed to explore the extent to which they predict AA. The results show significant positive correlations between lexical knowledge in the tested languages and AA. However, regression analyses indicate that English vocabulary scores emerge as the best single predictors and explain over 30% of variance. This suggests that, in the case of typologically close languages, lexical tests are likely measuring the same underlying trait. Given the relatively high predictive power of vocabulary tests in relation to AA, we conclude that lexical knowledge is an important explanatory factor of AA, even in the case of multilinguals
Explanatory power · Language proficiency · Linguistics · Mathematics education · Predictive power · Trait · Vocabulary · Computer Science · Natural Language Processing Techniques · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification
Students attending monolingual, bilingual, or trilingual schools at secondary level
Language proficiency, vocabulary knowledge, and individual factors in predicting academic achievement
The Relationship Between Depth of Academic English Vocabulary Knowledge and Academic Success of Second Language University Students
Learning Vocabulary in Another Language
Third or Additional Language Acquisition
ADynamic Model of Multilingualism
Measuring Second Language Vocabulary Acquisition
Vocabulary size and the skills of listening, reading and writing
Language education policy and multilingual assessment
Vocabulary Knowledge and Advanced Listening Comprehension in English as a Foreign Language
How Large a Vocabulary is Needed For Reading and Listening?
A New Academic Vocabulary List
Towards a Model of Advanced Learners’ Vocabulary Acquisition
Predicting international student study success
Vocabulary size revisited
Predicting study success of international students
Operationalizing and measuring language dominance
The additive effect of bilingualism on third language acquisition
The Threshold Hypothesis revisited
Effects of L1 definitions and cognate status of test items on the Vocabulary Size Test
Pluralistic approaches to languages in the curriculum
Laboratory studies on multilingual cognition and further language development
A reassessment of frequency and vocabulary size in L2 vocabulary teaching
The influence of bilingualism on third language acquisition
Testing Vocabulary Knowledge
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |