English Language Obstacles and Academic Performance a Study of PSU ISIP Students, Pattani Campus

Academic Performance

Early research in the field suggested that while international students with relatively poor ELP still graduated (Light et al., 1987) , views were mixed as to whether or not weak language skills translated into weak academic performance. (Sugimoto, 1966), (Hwang and Dizney, 1970), (Shay, 1975) and (Odunze, 1982) all found that a ‘deficiency in English was not a significant deterrent to scholastic achievement’ (Mulligan, 1966, p. 313). However, (Burgess and Greis, 1970), (Heil and Aleamoni, 1974), and (Ho and Spinks, 1985) disagreed, finding that international students with a poor command of the English language were at an academic disadvantage in a university setting. Subsequent research by (Kerstjens and Nery, 2000) suggested three commonalities evident in the growing literature relating to the predictive validity of ELP vis-à-vis academic performance tests (and, in particular, IELTS after the 1995 test revision). First, the weaker the student in language proficiency terms, the more profound the impact upon academic performance (Ingram and Bayliss, 2007, Cho and Bridgeman, 2012; Daller and Xue, 2012). Second, there is a stronger likelihood of uncovering a relationship when the area of study (business, engineering, science, etc.) is controlled for (Bellingham, 1993). Third, while this correlation was significant and positive it was, nevertheless, weak (Elder, 1993; Ferguson and White, 1994; Cotton and Conrow, 1998). Their own study of 113 Business and Management students at RMIT University (Melbourne) confirmed this positive but weak relationship, a factor they attributed to the many other variables likely to affect academic performance (Kerstjens and Nery, 2000, p. 82).

Significantly too, despite the proliferation of top-up ELP courses across the UK HEI sector, little academic research has investigated the impact of top-up English language programmes upon subsequent academic outcomes. (Green, 2007) examined whether or not preparatory classes helped non-native English speakers (NNES) improve their writing skills using a neural network approach across 15 UK HEIs (476 participants). Although his research did not extend to asking how such courses impact upon subsequent academic performance it did ‘cast doubt on the power of dedicated test preparation courses to deliver the anticipated yields’ (p. 93). A related paper by (Banerjee and Wall, 2006) explained how pre-sessional assessment practices at the University of Lancaster had evolved to ensure students were linguistically ready to enter their chosen academic pathway. However, only (Ushioda and Harsch (2011, p. 11) to date have examined links between pre-sessional top-up courses and academic performance. Their research found that Warwick University students entering with an IELTS 5.5 were unable to cope with their studies, despite having attended a top-up course. However, they acknowledged that the data (three students) was ‘too scarce’ to draw any definitive conclusions in this area.

In summary, while there is a general consensus that ELP, and specifically IELTS, test scores may weakly impact upon subsequent academic performance, there is much less agreement as to which (if any) of the four test components has the greater predictive validity. Moreover, the low sample sizes employed in many studies have militated against examining the extent to which personal characteristics (i.e. gender), academic orientation (i.e. choice of degree) and cultural background (i.e. nationality) have moderated—or accentuated—the predictive validity of ELP test scores. The present study, by virtue of its greater sample size, seeks to throw further light on these relationships and the role of top-up pre-sessional English language programmes in enhancing academic performance.

Research Objectives

Based on the review of literature, the following objectives are to:

• To find out English language obstacles and academic performance, study of PSU ISIP students, Pattani Campus
• To ascertain we overcome the problem of poor English language obstacles and academic performance, study of PSU ISIP students, Pattani Campus

Research Questions 

Based on the research objectives, the following questions are:

• How does English language affects academic performance in of PSU ISIP students, Pattani Campus
• How can the problem of English language obstacles and academic performance, study of PSU ISIP students, Pattani Campus