Test of English as a Foreign Language and First Certificate of English tests as predictors of academic success for undergraduate students at the University of Bahrain

Al-Musawi, Nu'man M.; Al-Ansari, Saif

doi:10.1016/s0346-251x(99)00033-0

Cited by 19 publications

(13 citation statements)

References 7 publications

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“…A possible explanation for this phenomenon is the limited scope of authentic situations in which the student is involved during University study and thus is able to enhance his ( Al-Musawi & Al-Ansari, 1999 ).…”

Section: Discussionmentioning

confidence: 99%

Strategic Use of Translation in Learning English as a Foreign Language (EFL) among Bahrain University Students

Al-Musawi¹

2014

Comprehensive Psychology

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Section: Discussionmentioning

confidence: 99%

Strategic Use of Translation in Learning English as a Foreign Language (EFL) among Bahrain University Students

Al-Musawi¹

2014

Comprehensive Psychology

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“…In fact, the reading section has a greater variety of words than the listening, speaking or writing parts of the TOEFL exam (Peirce, 1992). The same can be stated about Cambridge language proficiency tests where a great part of comprehension goes to reading (Al-Musawi. & Al-Ansari, 1999).…”

Section: Introductionmentioning

confidence: 78%

Effective Metacognitive Strategies to Boost English as a Foreign Language Reading Comprehension

Iobidze¹

2019

JEBS

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The article investigates effective strategies for teaching English as a foreign language reading skill. Main emphasis is placed on the use of metacognitive strategies which help students to reflect on mental processes occurring before, during and after the process of reading. Thus, utilizing metacognitive strategies leads to successful performance and reading comprehension. The research dealt with the significance of metacognitive strategies as a tool for successful accomplishment in the process of reading and the tasks related to this process. The research was based on quantitative approach, as the data obtained through experiment were necessary to shape and study the statistics of achievement and failures of learners. The research revealed that using metacognitive strategies can be advantageous to improve EFL learners' metacognitive reading comprehension skill. Moreover, metacognitive awareness in learners lead to higher self-efficacy among learners. They become high achievers at learning EFL. The findings of this study might have implications for learners, teachers, and material-developers in the field of English language teaching and learning

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“…Although there is no clear evidence that TOEFL correlates with the ability to conceptualise theoretical constructs presented in English, there is strong evidence that TOEFL correlates with grade point average at a North American Universities [32,33], and some evidence it correlates with the degree of participation of UAE students in problem based learning sessions [34]. …”

Section: Discussionmentioning

confidence: 99%

Western medical ethics taught to junior medical students can cross cultural and linguistic boundaries

Ypinazar

Margolis

2004

BMC Med Ethics

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BackgroundLittle is known about teaching medical ethics across cultural and linguistic boundaries. This study examined two successive cohorts of first year medical students in a six year undergraduate MBBS program.MethodsThe objective was to investigate whether Arabic speaking students studying medicine in an Arabic country would be able to correctly identify some of the principles of Western medical ethical reasoning. This cohort study was conducted on first year students in a six-year undergraduate program studying medicine in English, their second language at a medical school in the Arabian Gulf. The ethics teaching was based on the four-principle approach (autonomy, beneficence, non-malfeasance and justice) and delivered by a non-Muslim native English speaker with no knowledge of the Arabic language. Although the course was respectful of Arabic culture and tradition, the content excluded an analysis of Islamic medical ethics and focused on Western ethical reasoning. Following two 45-minute interactive seminars, students in groups of 3 or 4 visited a primary health care centre for one morning, sitting in with an attending physician seeing his or her patients in Arabic. Each student submitted a personal report for summative assessment detailing the ethical issues they had observed.ResultsAll 62 students enrolled in these courses participated. Each student acting independently was able to correctly identify a median number of 4 different medical ethical issues (range 2–9) and correctly identify and label accurately a median of 2 different medical ethical issues (range 2–7) There were no significant correlations between their English language skills or general academic ability and the number or accuracy of ethical issues identified.ConclusionsThis study has demonstrated that these students could identify medical ethical issues based on Western constructs, despite learning in English, their second language, being in the third week of their medical school experience and with minimal instruction. This result was independent of their academic and English language skills suggesting that ethical principles as espoused in the four principal approach may be common to the students' Islamic religious beliefs, allowing them to access complex medical ethical reasoning skills at an early stage in the medical curriculum.

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Test of English as a Foreign Language and First Certificate of English tests as predictors of academic success for undergraduate students at the University of Bahrain

Cited by 19 publications

References 7 publications

Strategic Use of Translation in Learning English as a Foreign Language (EFL) among Bahrain University Students

Strategic Use of Translation in Learning English as a Foreign Language (EFL) among Bahrain University Students

Effective Metacognitive Strategies to Boost English as a Foreign Language Reading Comprehension

Western medical ethics taught to junior medical students can cross cultural and linguistic boundaries

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