Academic Success of International Postgraduate Education Students and the Role of English Proficiency

Abstract

This study investigated the predictive validity of the International English Language Testing Service (IELTS) test, and identified a number of other variables that were considered as possible influences on academic success. These variables included previous professional experience and previous English language learning experience. The study also considered the views of academic staff on English proficiency and whether this influenced the assessment of graduate education assignments. IELTS subtest scores were correlated against students’ semester 1 grade point averages (GPA). Other personal experience variables obtained through a questionnaire were included in the analysis. Academic staff completed questionnaires concerning their views on the English proficiency of their students. A small number of the academic staff took part in an interview to investigate these views further. The results indicated further evidence for the predictive validity of IELTS. Weak but significant correlations were obtained between overall IELTS bands and GPA. Closer scrutiny revealed significant correlations between writing, speaking and listening subtests and GPA. The academic staff differed from the students in their attitudes to English proficiency. There were also differences within the academic staff group.

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