The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

Dev, Smitha; Qiqieh, Sura

doi:10.5539/ies.v9n5p147

Cited by 28 publications

(27 citation statements)

References 14 publications

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“…They were motivated to learn the language when they were supplied with adequate learning materials, because this enabled them to learn more about the language. This notion is supported Dev and Qiqieh [2] who found that children develop intellectual and creative skills as a result of the kind of environment at home.…”

Section: Socio-economic Status and School Performancesupporting

confidence: 60%

“…Additionally, majority of secondary school students, particularly those born outside the urban areas, have a language other than Kiswahili and English as their first language [3,15]. The amount of exposure to English language outside the school as well as parents' use of the language at home demonstrate a significant influence in children's mastery of the language [2]. This creates an environment where children are exposed to a sheer size of vocabulary that could enable them to master the language.…”

Section: Students' Linguistic Background and Language Learningmentioning

confidence: 99%

“…This academic demand makes English language learning significant, especially in developing students' procedural knowledge and conventions of the language [2]. It is believed that knowledge of English is urgent to make learners progress in life and work because it provides them with higher social status and job opportunities [1].…”

Section: Introductionmentioning

confidence: 99%

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Socio-Economic Status as Determinants of Students’ Performance in English Language in Secondary Schools in Tanzania

Nyamubi¹

2019

EDU

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This paper examined how parents' socio-economic status determined students' performance in English language in Tanzania secondary schools. Two research questions and two research objectives guided the study. The study was conducted in two randomly selected Regions in Tanzania Mainland. It employed a cross-sectional survey design to collect data from 350 students in sixteen secondary schools. Data was collected through a questionnaire and achievement tests and was analysed using both descriptive and inferential statistics to get frequencies, means, percentages, as well as Pearson's correlation and regression coefficients. It was found that students in Tanzania secondary schools had varying backgrounds in English language, which was determined by the type of primary school they had attended and the class at which they started to learn English language. The regularity of English language usage at home and school enhanced students' performance in English language together with parents' encouragement as well as material and moral support. It is recommended that parents' socio-economic status should not inhibit learners' exposure to English language learning. Also, parents, schools and government should protract English language teaching and learning through providing current textbooks as well as providing a favourable environment to learn and use English.

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Section: Socio-economic Status and School Performancesupporting

confidence: 60%

Section: Students' Linguistic Background and Language Learningmentioning

confidence: 99%

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Socio-Economic Status as Determinants of Students’ Performance in English Language in Secondary Schools in Tanzania

Nyamubi¹

2019

EDU

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“…The exceptions are Cho and Bridgeman (—2,594 undergraduate and postgraduate students drawn from ten US universities), Oliver et al . (—353 undergraduate and postgraduate students entering an unnamed Western Australian university over the period 2006–2008), and Dev and Qiqieh (—200 undergraduate students at Abu Dhabi University).…”

Section: Language Proficiency and Academic Performance: A Review Of Tmentioning

confidence: 99%

Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes

Thorpe

Snell

Davey-Evans

et al. 2016

Higher Education Quarterly

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There is an established, if weak, inverse relationship between levels of English language proficiency and academic performance in higher education. In response, higher education institutions (HEIs) insist upon minimum entry requirements concerning language for international applicants. Many HEIs now also offer pre‐sessional English courses to bring applicants up to the designated language requirement. This paper revisits the research into language proficiency and academic performance using data on all full‐time students (17,925) attending a major UK HEI in the academic year 2011–2012, 4,342 of whom were non‐native English speakers. The findings confirm that while higher International English Language Testing System (IELTS) marks at entry translate into higher grade point averages (GPAs), students who undertake pre‐sessional courses do notably worse in GPA terms than students who arrive with acceptable (for the course) IELTS scores. These findings suggest HEIs (and, by extension, international students) could benefit from a review regarding the appropriateness of current pre‐sessional English language proficiency programmes.

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“…The study of Dev and Qiqieh (2016) examined the relationship between English Language proficiency, self-esteem, and academic achievement of 200 male and female students from Abu Dhabi University (UAE). The study variables were analyzed using 't' test, chi-squire and Pearson's product moment correlation.…”

Section: Introductionmentioning

confidence: 99%

Self-esteem of Saudi Learners and Its Relationship to Their Achievement in English as a Foreign Language

Alrabai

2017

ELR

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This study examined the concept of language self-esteem among 263 Saudi learners of English as a foreign Language (EFL) and its association with their achievement in this language. The study utilized a questionnaire survey for data collection and descriptive statistical analyses (e.g. mean, standard deviation, correlations) and a t-test for data analysis. The findings of the study revealed a strong positive correlation (r = 0.414) between learners' self-esteem and their EFL achievement. In addition, participating learners demonstrated low levels of self-esteem (M = 2.94 (out of 5), SD = .44); and low language achievement (M = 62.80 (out of 100), SD = 12.75). There were also no significant differences between male and female learners in terms of both their self-esteem and EFL achievement. The findings derived from this study acknowledge the vital need for all the partners of EFL teaching/learning process in Saudi Arabia to find practical solutions to build and promote Saudi EFL learners' self-esteem for learning the English language. Based on these findings, some suggestions on how to put learner's self-esteem into practice in order to ensure optimal EFL learning outcomes as well as other points for possible future self-esteem research are presented in the concluding section of this paper.

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The Relationship between English Language Proficiency, Academic Achievement and Self-Esteem of Non-Native-English-Speaking Students

Cited by 28 publications

References 14 publications

Socio-Economic Status as Determinants of Students’ Performance in English Language in Secondary Schools in Tanzania

Socio-Economic Status as Determinants of Students’ Performance in English Language in Secondary Schools in Tanzania

Improving the Academic Performance of Non‐native English‐Speaking Students: the Contribution of Pre‐sessional English Language Programmes

Self-esteem of Saudi Learners and Its Relationship to Their Achievement in English as a Foreign Language

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