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Higher IELTS Score, Higher Academic Performance?The Validity of IELTS in Predicting the Academic Performanceof Chinese Students
5 references·13 citing·42 second hop
Higher IELTS Score, Higher Academic Performance?The Validity of IELTS in Predicting the Academic Performanceof Chinese Students (2009)Higher IELTS Score, Higher Academic Perfo…The Predictive Validity of an ESL Placement Test (2007)The Predictive Validity of an…Differences in Living and Learning: Chinese International Students in New Zealand (2007)Differences in Living and Lea…IELTS as a predictor of academic language performance (2006)IELTS as a predictor of acade…An investigation of the predictive validity of IELTS amongst a group of international students studying at the University of Tasmania (1998)An investigation of the predi…Recent developments in IELTS (1997)Recent developments in IELTSThe predictive validity of IELTS scores: a meta-analysis (2023)The predictive validity of IE…The Predictive Validity of the IELTS Test and Contribution of IELTS Preparation Courses to International Students’ Subsequent Academic Study: Insights from Vietnamese International Students in the UK (2021)The Predictive Validity of th…“IELTS-out/TOEFL-out”: Is the End of General English for Academic Purposes Near? Tertiary Student Achievement Across Standardized Tests and General EAP (2021)“IELTS-out/TOEFL-out”: Is the…Mapping English language proficiency cut-off scores and pre-sessional EAP programmes in UK higher education (2020)Mapping English language prof…What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation (2019)What drives success in Englis…Predicting international students' academic success with vocabulary and intercultural communicative competence (2019)Predicting international stud…The Adequacy of the B2 Level as University Entrance Requirement (2018)The Adequacy of the B2 Level …Predicting study success of international students (2016)Predicting study success of i…Learning the Rules of the Game (2016)Learning the Rules of the GameHow IELTS preparation courses support students: IELTS and academic socialisation (2014)How IELTS preparation courses…MUET As A Predictor Of Academic Achievement In ESL Teacher Education (2013)MUET As A Predictor Of Academ…Engaging Chinese Students and Enhancing Leadership Development through Virtual Simulation: A Cross-Cultural Perspective (2012)Engaging Chinese Students and…Speaking and listening in the multicultural University: A reflective case study (2011)Speaking and listening in the…Qualitative research and evaluation methods (1980)Qualitative Research and Evaluation Methods (3rd ed.) (2003)Toward a Definition of Mixed Methods Research (2007)Learning in an online distance education course: Experiences of three international students (2010)Mixed methods research: Toward new research designs in applied linguistics (2013)Joint Displays of Integrated Data Collection in Mixed Methods Research (2022)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)Communities of practice learning, meaning, and identity (1999)Beyond the IELTS test: Chinese and Japanese postgraduate UK experiences (2020)The prediction of psychological and sociocultural adjustment during cross-cultural transitions (1990)The impact of value discrepancies and cultural identity on psychological and sociocultural adjustment of sojourners (1991)Loneliness in everyday life: Cardiovascular activity, psychosocial context, and health behaviors. (2003)A review of the acculturation experiences of international students (2011)International students’ experiences in China: Does the planned reverse mobility work? (2017)Internationalization of Canadian higher education: discrepancies between policies and international student experiences (2017)Assessing Vocabulary (2000)Testing Vocabulary Knowledge: Size, Strength, and Computer Adaptiveness (2004)Diagnosing Foreign Language Proficiency : The Interface between Learning and Assessment (2005)Predicting international students' clinical and academic grades using two language tests (IELTS and C-test): A correlational research study (2018)Content-Based Second Language Instruction (2003)The Psychology of the Language Learner Revisited (2015)A systematic review of English medium instruction in higher education (2017)Exploring the role of self-efficacy beliefs and learner success in English medium instruction (2019)Academic language-related challenges at an English-medium university (2020)Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme (2020)Education at a glance: OECD indicators, 2002 (2003)Cross-border flows of students for higher education: Push–pull factors and motivations of mainland Chinese students in Hong Kong and Macau (2007)The Routledge Handbook of English for Academic Purposes (2016)Standards for Educational and Psychological Testing (2007)The standards for educational and psychological testing. (2013)Validating the Interpretations and Uses of Test Scores (2013)Social structures, everyday interactions, and subjectivity—where (and how) does decolonizing begin?—Attending to desires, fears, and pains (2023)The influence of English language proficiency test scores on the academic success of ESL undergraduate students (2024)Developing a model for investigating the impact of language assessment within educational contexts by a public examination provider (2009)Modeling the relationships between test-taking strategies and test performance on a graph-writing task: Implications for EAP (2012)Assessing Integrated Skills (2013)English language, academic support and academic outcomes: A discussion paper (2007)It’s not only English: Effects of other individual factors on English language learning and academic learning of ESL international students in Australia (2013)Standards of English in higher education : issues, challenges and strategies (2016)English Language Proficiency as a Predictor of Academic Achievement among Medical Students in Iran (2013)The “social” in English Language Teaching: abstracted norms versus situated enactments (2013)
this work references cited by second hop

References

  • 2007Differences in Living and Learning: Chinese International Students in New Zealand197 cited
  • 2007The Predictive Validity of an ESL Placement Test112 cited
  • 1998An investigation of the predictive validity of IELTS amongst a group of international students studying at the University of Tasmania71 cited
  • 2006IELTS as a predictor of academic language performance53 cited
  • 1997Recent developments in IELTS45 cited

Cited by

  • 2019What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation392 cited
  • 2014How IELTS preparation courses support students: IELTS and academic socialisation27 cited
  • 2021“IELTS-out/TOEFL-out”: Is the End of General English for Academic Purposes Near? Tertiary Student Achievement Across Standardized Tests and General EAP24 cited
  • 2020Mapping English language proficiency cut-off scores and pre-sessional EAP programmes in UK higher education22 cited
  • 2016Predicting study success of international students19 cited
  • 2018The Adequacy of the B2 Level as University Entrance Requirement18 cited
  • 2023The predictive validity of IELTS scores: a meta-analysis18 cited
  • 2021The Predictive Validity of the IELTS Test and Contribution of IELTS Preparation Courses to International Students’ Subsequent Academic Study: Insights from Vietnamese International Students in the UK17 cited

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  • 2013MUET As A Predictor Of Academic Achievement In ESL Teacher Education17 cited
  • 2011Speaking and listening in the multicultural University: A reflective case study9 cited
  • 2016Learning the Rules of the Game9 cited
  • 2012Engaging Chinese Students and Enhancing Leadership Development through Virtual Simulation: A Cross-Cultural Perspective6 cited
  • 2019Predicting international students' academic success with vocabulary and intercultural communicative competence6 cited