When Proficiency and Education Matter: The Mediating Role of English Proficiency and Moderating Effect of Parents’ Education in the SES–Academic Achievement Relationship During EMI

Abstract

This study investigated how socioeconomic status (SES) is associated with academic achievement and English proficiency in an English-medium instruction (EMI) program at a state university in Indonesia. It also examined the mediating effect of English proficiency and moderating effect of parents’ education on the relationship between SES and academic achievement. Data for 234 EMI students were obtained from the academic office of the university. Based on mediation analysis, SES significantly predicted students’ academic achievement and English proficiency. However, it stopped being a significant predictor when mediated through English proficiency. The moderation analysis shows that the degree of increase in EMI students’ grade point average was affected by the level of parents’ education when associated with family income. The article also presents the implications of the findings in enhancing university EMI programs and suggestions for future research.

Examining the predictive validity of the Duolingo English Test: Evidence from a major UK university

“…One of the key benefits of DET is its greater accessibility and affordability compared to market competitors (e.g., Wagner, 2020). It could be that students with lower socioeconomic status, who also tend to have lower academic achievement (Muttaqin et al, 2022), opted to take DET compared to more expensive alternative tests. In sum, test-taker characteristics and other factors that are extraneous to the test could have shaped the findings.…”

The Impact of Socioeconomic Status on the Self-Efficacy and English Language Proficiency of English Language Teachers in the Rural Area: A Case of Passara Education Zone in Sri Lanka

“…Moreno and Callejas (2017) revealed that SES has a significant impact on language and content attainment. Muttaqin et al (2022) stated that SES significantly predicted academic achievements and English proficiency. Nyamubi (2019) in research conducted among secondary schools in Tanzania concluded that the regularity of English language usage at home and school enhanced performance in the English language together with encouragement as well as material and moral support.…”

Determinants of students’ academic success in English as a medium of instruction (EMI) classes: A systematic review

“…Continuing this line of inquiry, a group of scholars has explored the determinants of students' academic success in EMI classes. Put differently, some researchers have looked into the factors that may influence students' academic success or learning achievement in these classes [ [19] , [20] , [21] , [22] , [23] ]. In order to expand our awareness of the depth and breadth of the empirical research undertaken on the predictors of EMI students' academic success, a comprehensive examination of the earlier inquiries seems essential.…”

“…The academic success of students in the EMI courses depends on a variety of personal, interpersonal, and contextual factors [ 19 ]. To identify these factors, several educational scholars worldwide have empirically inspected the predictors of student academic success in the EMI classes [ [20] , [21] , [22] , [23] ]. Nevertheless, no educational researcher has systematically reviewed the outcomes of these empirical inquiries.…”