Evaluating the efficacy of English proficiency on initial semestral results for higher education L1 English speakers in a multilingual context

Abstract

PurposeThe purpose of this paper is to evaluate an English Proficiency (EP) programme and its efficacy with respect to students' academic performance in a university within a multi-lingual context, as the programme had been in effect for some years.Design/methodology/approachA quasi-experimental approach was used to study the efficacy of an EP programme in a university within a multilingual context. Data across two academic years were used, along with regression discontinuity design.FindingsResults suggest that the EP programme had a significant and positive intervention effect on students' initial semester grade point average. The programme effect size was found to be medium to large.Research limitations/implicationsIt might be useful to extend the study for one more year for more concrete conclusions. As the study was anchored upon the structure of the 2016 EP programme, any major curricular/structural change to the programme warrants another study.Practical implicationsThis study demonstrated that the implementation of EP programmes in higher education institutions is essential not only for international students who are foreign language speakers of English but also for domestic students in English-speaking countries, especially for bi/multilingual speakers.Originality/valuePrevious studies related to the efficacy of EP within higher education have focused on international students who speak English as an additional/foreign language. Further, most studies have focussed on students' self-reported experiences and have yielded disparate findings. This study contributes to scholarship as it addresses the under-researched area related to domestic students who speak English as the first language in a bi/multi-lingual context.

An Investigation of Multilingual Domestic University Student Perceptions of English for Academic Purposes

“…It is expected that with enhanced EAP skills, students would be more confident and better supported in their academic pursuits. This expectation is not unfounded, as a separate study found that students who completed the same EAP programme in the university had better than predicted GPA [ 21 ], suggesting that English proficiency has a positive impact on GPA. In this study, 24 of 50 students interviewed articulated that completing and passing the EAP programme helped with improving their English proficiency.…”

“…It is noteworthy that, based on the university in this study, an earlier quasi-experimental study found that EAP provisions had a statistically significant and positive intervention effect on the GPA of the first semester upon matriculation [ 21 ]. This earlier study provided information limited to intervention effects on GPA and hence, it is worth exploring students’ perceptions and learning experiences of EAP programmes in this study.…”