General and specialist vocabulary knowledge as predictors of academic success in EMI university programs

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Language Learning in Higher Education Pub Date : 2022-05-01 DOI:10.1515/cercles-2022-2038

Ahmed Masrai, Dina Abdel Salam El-Dakhs, Hisham Al Khawar

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引用次数: 2

Abstract

Abstract The current study aimed to examine the contribution of general and specialist vocabulary knowledge to undergraduate students’ academic achievement in university courses which are delivered in English as a medium of instruction (EMI) in non-English speaking countries. To this end, the scores of 106 Arab undergraduates on a general vocabulary test (GVT) and on a computer science specialist vocabulary test (CSSVT) were examined in comparison with their final grades on a university-level computer science course, which they studied in English. The results showed a significant and positive correlation between the students’ scores on the GVT and the CSSVT and their final course grades. Additionally, it was found that the combined scores of the two tests can explain 16.1% of the variance in the students’ final course grades. Hence, the general and specialist vocabulary knowledge can predict students’ academic achievement in EMI courses. The results are discussed in relation to the existing literature. Pedagogical implications are presented and directions for future research are recommended.

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通用和专业词汇知识作为EMI大学课程学业成功的预测因子

摘要本研究旨在探讨在非英语国家，普通词汇知识和专业词汇知识对大学生在以英语为教学媒介的大学课程中的学业成绩的贡献。为此目的，将106名阿拉伯本科生在一般词汇测验和计算机科学专业词汇测验中的成绩与他们在大学一级计算机科学课程的最后成绩进行比较，这门课程是用英语学习的。结果表明，学生的GVT和CSSVT得分与最终课程成绩呈显著正相关。此外，我们发现两个测试的综合分数可以解释学生最终课程成绩的16.1%的方差。因此，一般词汇知识和专业词汇知识可以预测学生在EMI课程中的学习成绩。并结合已有文献对所得结果进行了讨论。提出了教学意义，并提出了未来研究的方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language Learning in Higher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Language Learning in Higher Education deals with the most relevant aspects of language acquisition at university. The CercleS journal presents the outcomes of research on language teaching, blended learning and autonomous learning, language assessment as well as aspects of professional development, quality assurance and university language policy. Its aim is to increase the quality of language teaching and learning programmes offered by university language centers and other providers in higher education by presenting new models and by disseminating the best results of research activities carried out at language centers and in other higher education departments.