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Purpose The purpose of this paper is twofold: to develop the college-attendance value scale (CAVS) in the Taiwan context to understand undergraduates’ reasons for or benefits from college education, and to examine how the value relates to additional motivational goals, academic performance, and expected terminal degree. Design/methodology/approach Data analyses involved sophomores (n=729) who completed a learning-experience survey that included CAVS of the personal value and collective value subscales, expected terminal degree, Achievement Goal Questionnaire, and cumulative grade point average (CGPA). Construct validity evidence was substantiated by the results of exploratory factor analysis (n=364) for two-factor identification, and by the results of confirmatory factor analysis (n=365) for a good model-fit. Findings The interrelations between variables in regression analysis supported the predictive validity; achievement goals were predictors of CGPA, while personal value was a sole predictor of expected terminal degree. Findings suggest that CAVS is a predictive measure for Taiwanese undergraduates’ academic performance and choices. Practical implications In terms of policy implications, college students’ values of college attendance should not only be regularly investigated by institutional research, but should be widely applied by university students, educators and administrators to facilitate the optimal learning development for each undergraduate. Originality/value The study develops a short but effective scale of college-attendance value for the Taiwanese students who usually attend college after graduating from high school. The CAVS is useful in manifesting the students’ major reasons for pursuing college education.

The study examines the effects of an explicit vocabulary program on the gains of EFL lexical and listening abilities. Two sets of 4-week-selflearning lessons were constructed (http://formoosa.fl.nthu.edu.tw/moodle2/). The experimental group with 11 EFL college freshmen was given: a weekly listening clip, and the explicit lexical lesson targeting word sounds, meanings, and collocations. The control group with 7 freshmen was given three clips per week (2 extra clips). The results show that the experiment group performed better in the lexical and listening posttests but the control group did not. Significant correlations were found between the gains of lexical and listening abilities.

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