Academic Success of International Postgraduate Education Students and the Role of English Proficiency
By Lindy Woodrow. 2006
110 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/249e28eec24b27c9c9ceefbbe655f81c46bca82f
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Citations in the corpus
- Evidence of English language proficiency and academic achievement of non-English-speaking background students (2012, background): “Indeed, a statistical study measuring the effects of raising and lowering the minimum IELTS requirements with respect to student GPAs and student numbers demonstrates that increasing the minimum score raises the GPA, but lowers the number of students eligible for entry (Feast, 2002).”
- Success factors for international postgraduate students' adjustment: exploring the roles of intercultural competence, language proficiency, social contact and social support (2013, background): “…or in a lingua franca such as English if this is the main language of instruction and assessment, is centrally important to academic success (e.g. Robertson et al. 2000; Ramburuth 2001; Mendelsohn 2002; Woodrow 2006; Duru and Poyrazli 2007; Ramsay et al. 2007; Gu, Schweisfurth, and Day 2010).”
- Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme (2020, background): “Nevertheless, researchers (e.g. Huong, 2001; Woodrow, 2006; Yen & Kuzma, 2009) have frequently adopted participants’ general English scores as a default measure of students’ English knowledge, due to possible generalizability across different research contexts.”
- General Academic Difficulties and Reading and Writing Difficulties among Asian ESL Postgraduate Students in TESOL at an Australian University (2011, background): “Woodrow (2006) argues that there seems to be a language threshold below which international students will find it difficult to cope with their study (i.e. an IELTS below 6.00).”