Language Proficiency and Academic Achievement of Iranian EFL Learners
محورهای موضوعی : language teaching
محمد محمدی
1
(Urmia University)
کلید واژه: Academic Achievement, language proficiency, University Entrance Examination (UEE), Quota Six,
چکیده مقاله :
This research attempts to investigate the effect of the English language test of the University Entrance Examination (UEE) in predicting the academic achievement of Iranian EFL learners. To achieve this goal, Isfahan, Tabriz, Mashhad, Shiraz and AllamehTabatabaeiUniversities were randomly selected. Then, the scores of the English majors admitted to those universities were collected from the aforementioned universities. Subsequently, the scores of special courses were included and the scores of the general ones such as theology, Ethics, etc. were excluded. Afterwards, the English scores of the learners were obtained from the Educational Testing Measurement (ETM) to investigate the relationship between the set of scores from the ETM and their achievements at the aforementioned universities. The results showed significant relationships between the UEE scores and the academic achievement in all fields of the study when quota (Q) six was included. However, in the same fields of study when Q six was excluded, the observed correlation was rather low except for the scores of the English majors in ShirazUniversity. It was also discovered that the correlation observed between the two sets of scores of the English majors in MashhadUniversity did not reveal significant relationships when Q six was excluded.
این تحقیق میخواهد رابطه بین نمره زبان انگلیسی در کنکور سراسری و پیشرفت تحصیلی دانشجویان زبان انگلیسی را پیدا کند. برای نیل به این هدف، به طور تصادفی دانشگاههای اصفهان ، تبریز ، مشهد ، شیراز و علامه طباطبایی انتخاب شدهاند . بدین منظــور نمرات دانشجـویان زبان انگلیسی که در سال تحصیلی 70 – 69 در کنکور سراسری پذیرفته شده بودند از دانشگاههای فوق جمع آوری شد . همچنین نمرات زبان دانشجویان فوق از سازمان سنجش آموزش کشور جهت پیدا کردن این رابطه دریافت شد . برای بررسی دقیق این رابطه نمرات دروس عمومی ( از قبیل فارسی، و ...) از دروس تخصصی جدا شد . نتایج بدست آمده نشان میدهد که در تمام رشتههای تحصیلی ضریب همبستگی بین نمره زبان کنکور و موفقیت تحصیلی دانشجـویان ، با دخالت دادن سهمیـه " 6 " ( رزمندگان ) در این آمار ، معنیدار است . اما با حذف سهمیه " 6 " ضریب همبستگی بین این دو متغیر به استثنای دانشگاه شیراز ضعیفتر می شود و ثابت شد ضریب همبستگی بین این دو مجموعه از نمرات در رشتههای دبیری زبان انگلیسی دانشگاه مشهد و زبان و ادبیات فرانسه دانشگاه اصفهان ، با حذف سهمیه " 6 " معنیدار نمیباشد .
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