Predicting NESB International Postgraduate Students' Academic Achievement: A Structural Equation Modeling Approach

Abstract

Introduction In past decades, there have been an increasing number of nonEnglish speaking background (NESB) international university students in English-medium universities throughout world (see Andrade, 2006, for an overview of this issue). Australia is one of most successful countries that can draw international students into its higher education systems (Marginson, 2002). According to Australian Education International in April 2008 (AEI, 2008), there were a total of 367,218 enrolments by full-fee-paying international students. The statistics indicate an 18.1% increase on same period in 2007. This April 2008 data also shows that in higher education sector, enrolments and commencements grew 2.8% and 9.8%, respectively. Since international students contribute not only to growth of Australia's economy, but also richness of educational experience and transformation in Australia, it is important to understand factors involved in their academic achievement. Prior to entering an international academic program in an English-medium university, many English as a foreign language (EFL) students have studied English to satisfy English language entry requirements to an Australian university or to pass tests or exams in compulsory English subjects in their home country. However, at an English-medium university, international postgraduate students who undertake a specialised degree no longer primarily learn how to use English, but rather they use their English competence to learn (Shih, 1992). They are required to read and write academic texts to achieve professional qualifications, just like when they read and write to learn in their first language (L1). Despite evidence of English language proficiency provided on entry to university (Coley, 1999), a number of international students have reported that their English ability is deemed inadequate to cope with their studies (see e.g. Malcolm & McGregor, 1995; Ramburuth, 2001; Robertson et al. 2000; Trice, 2003). Ramsay et al. (1999) found that international students at an Australian university experienced difficulty understanding lectures (e.g., academic vocabulary and speed of delivery), a lack of critical thinking skills in their writing and as a consequent, exhibited higher stress and anxiety levels than domestic/local students. The final report of an Australian National Symposium on English language competence of international students in August 2007 (International Education Association of Australia, IEAA, 2007: 11) states that the influence of English language competence on future academic performance is not well understood and current research is sparse and equivocal. The present study thus aims to examine extent to which English language proficiency and English reading proficiency as measured by International English Testing System (IELTS) and knowledge of strategic reading in an academic context can predict their subsequent academic performance. This study will allow us to better understand issues faced by international students. This study is part of a larger research project that examines English language proficiency, academic difficulty and learning strategies of NESB international students. The next section reviews relevant literature related to this study. Previous Research on English Language Proficiency on Subsequent Academic Performance There is little doubt that in order for NESB international students to succeed studying abroad, they need to possess English language proficiency at a threshold level that is adequate to engage in academic learning activities (Davies, 1990). Tertiary institutions in Australia accept IELTS or TOEFL (Test of English to Speakers of Other Languages) scores as evidence of English language ability for admitting NESB international students as well as through other pathways such as foundation programs. …

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