Return to search

English proficiency testing and the prediction of academic achievement

Includes bibliographical references. / The study investigates the ability of English proficiency tests (1) to measure levels of English proficiency among learners who have English as the medium of teaching and learning, and (2) to predict long-term academic achievement (Grade 7 to Grade 12). The tests are "discrete-point" tests, namely, error recognition and grammar tests (both multiple-choice tests), and "integrative" tests, namely, cloze tests, essay tests and dictation tests. The sample of subjects consists of two groups: (1) those taking English as a First Language subject and those taking English as a Second Language subject. These groups are given the familiar labels of Ll and L2. The main interest lies in the L2 group. The main educational context is a high school in the North West Province of South Africa.

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/17870
Date January 1998
CreatorsGamaroff, Raphael
ContributorsMakoni, Sinfree
PublisherUniversity of Cape Town, Faculty of Humanities, Department of English Language and Literature
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeDoctoral Thesis, Doctoral, PhD
Formatapplication/pdf

Page generated in 0.0019 seconds