ERIC ED473756: Assessment of TOEFL Scores and ESL Classes as Criteria for Admission to Career & Technical Education and Other Selected Marshall University Graduate Programs.

52 Pages·2002·0.66 MB·English

by  ERIC

DOCUMENT RESUME
ED 473 756
CE 084 543
AUTHOR
Person, Nancy E.
Assessment of TOEFL Scores and ESL Classes as Criteria for
TITLE
Admission to Career & Technical Education and Other Selected
Marshall University Graduate Programs.
2002-00-00
PUB DATE
50p.; Information from this document was also presented at
NOTE
the Annual Meeting of the Association for Career and
Technical Education (76th, Las Vegas, NV, December 12-15,
2002).
Dissertations/Theses
Masters Theses (042)
PUB TYPE Reports
Research (143)
EDRS Price MF01/PC03 Plus Postage.
EDRS PRICE
*Academic Achievement; Academic Persistence; *Admission
DESCRIPTORS
Criteria; Comparative Analysis; Cross Cultural Training;
*English (Second Language); *Foreign Students; Graduate
Study; Higher Education; Predictor Variables; Teacher
Education; *Test Validity; Universities; Vocational Education
Teachers
*Career and Technical Education; Marshall University WV;
IDENTIFIERS
*Test of English as a Foreign Language
ABSTRACT
The academic success of international students who are
admitted to Marshall University's career and technical education (CTE) and
other selected graduate degree programs was examined. The academic success of
students who were admitted to Marshall based on their Test of English as a
Foreign Language (TOEFL) scores was compared to that students who gained
admission by completing English-as-a-second-language (ESL) classes. The study
sample consisted of 64 females and 62 males from 22 countries. A
descriptive/correlational research design was chosen to identify
relationships between quantifiable variables such as grade-point averages
(GPA), TOEFL scores, and ESL scores. An analysis of the data did not reveal a
high association between the CTE graduate students' TOEFL or ESL scores and
their first GPAs. This lack of association between TOEFL/ESL score and GPA
was interpreted as evidence that both groups were academically prepared when
entering college-level studies. Both groups had low attrition rates. The
TOEFL students showed a moderate association with the variable country of
origin. It was recommended that a class in American culture be made a
required part of the ESL program. (Nineteen tables are included. The
bibliography lists 21 references. Seven tables providing information about
the study sample and study results are appended.)
(MN)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Assessment of TOEFL Scores and
ESL Classes as Criteria for Admission to
Career & Technical Education and Other Selected
Marshall University Graduate Programs
Nancy E. Person
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
PERMISSION TO REPRODUCE AND
EDUCATIONAL RESOURCES INFORMATION
DISSEMINATE THIS MATERIAL HAS
CENTER (ERIC)
BEEN GRANTED BY
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
1
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BLE
ACKNOWLEDGEMENTS
Howard Gordon for his
I express my appreciation and heartfelt gratitude to Dr.
thesis. It is a fact that without his continuing
support and encouragement in writing this
in the manner in which it
assistance and suggestions, this thesis could not have been done
who was always available to
has been. My appreciation also goes to Dr. Clark Egnor
also like to thank Dr. William Edwards for his support and
answer my questions. I would
guidance during my studies at Marshall University.
Vene Olson for their
My sincere thanks goes to Dr. Laura Wyant and Dr. Le
valuable time and input during this period of study.
husband, W.
On a personal note, my deep affection and great appreciation goes to my
of study.
Louis Person, for his moral support and patience during this period
TABLE OF CONTENTS
ii
ACKNOWLEDGEMENTS
vi
LIST OF TABLES
vii
ABSTRACT
CHAPTER I
INTRODUCTION
1
.2
Background and Setting....
2
Statement of the Problem
Statement of Objectives
3
Significance of Study
3
4
Assumptions
4
Limitations of Study
Definition of Terms
5
CHAPTER II
7
REVIEW OF LITERATURE
TOEFL performance in Master's Program in Engineering
7
Analyzing English Placement Tests
..7
Predictors of College Success: Traditional and
8
Non-traditional Students
9
Language Proficiency and Academic Success
Relationships of GRE Scores to First-year Grades
9
for Foreign Graduate Students
10
Transitioning Adult ESL Learners to Academic Programs
iii
Students in ESL Classes: A Community College
.10
Experience
Measuring ESL Subjects' Ability to Perform Piagetian
.11
Concrete Operations
Factors Affecting Oral Classroom Participation of
International Graduate Students in an ESL Setting
11
12
Summary
CHAPTER III
14
METHODOLOGY
14
Population and Sample
14
Instrumentation
16
Design
17
Data Collection
17
Data Analysis
CHAPTER IV
19
FINDINGS AND DISCUSSION
CHAPTER V
29
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
29
Summary
31
Conclusions
32
Recommendations
iv
33
REFERENCES
35
APPENDIX
A-1
Country of Origin of entire convenient sample
A-2
Gender of entire convenient sample
A-3
Age of entire convenient sample
B-1
TOEFL Concordance Table
Gilbert Sax's Table of the Relationships Among Various
B-2
Standard Scores and Percentiles (1997)
ESL Students in Career and Technical Education and
C-1
Demographic Factors
TOEFL Students in Career and Technical Education and
C-2
Demographic Factors
LIST OF TABLES
Page
Table
Frequency and Percent Distribution of ESL Students by
1
19
Country of Origin
19
Percent Distribution of ESL Students with Respect to Gender
2
20
Frequency and Percent Distribution of ESL Students by Age
3
Frequency and Percent Distribution of TOEFL Students by
4
20
Country of Origin
Percent Distribution of TOEFL Students with Respect to Gender ....
21
5
Frequency and Percent Distribution of TOEFL Students by Age ....
21
6
22
Comparison of First and Last GPA's of Selected Majors
7
Percentage of ESL, TOEFL, and Native English Speakers
8
22
of Entire Sample
23
Conventions Used to Describe Measures of Association
9
23
A Pearson Correlation of TOEFL Scores and First GPA's
10
24
A Pearson Correlation of ESL Scores and First GPA's
11
24
A Pearson Correlation of TOEFL Scores and Last GPA's
12
25
A Pearson Correlation of ESL Scores and Last GPA's
13
Percent Distribution of TOEFL Students and Success
14
25
of Completion
Percent Distribution of ESL Students and Success
15
26
of Completion
26
Correlations Between ESL Scores and Demographic Factors
16
27
Correlations Between TOEFL Scores and Demographic Factors
17
Correlations Between ESL Scores and Demographic Factors of
18
27
Career and Technical Education Students
Correlations Between TOEFL Scores and Demographic Factors of
19
28
Career and Technical Education Students
vi
ABSTRACT
of international
The purpose of this study was to investigate the academic success
Technical Education and
students who are admitted to Marshall University's Career and
those students who entered
other selected graduate degree programs. The study compared
ESL classes as
Marshall University through TOEFL scores and those who completed
whether either of
admission criteria for entrance. One key question was to determine
studies. Another goal was to
these groups was academically prepared for college level
convenient sample
determine if demographic factors play a role in student success. The
ranging in age from 23
consisted of 64 females and 62 males from 22 different countries,
chosen to determine relationships
to 47. A descriptive/correlational research design was
and ESL scores. Data
between quantifiable variables, such as GPA's, TOEFL scores
TOEFL and ESL
collected was transcribed into SPSS and analyzed. Results indicate that
significant, which
had low association in the students' first GPA's, TOEFL being
when entering for college level
suggests that both groups are academically prepared
TOEFL students
studies. It was also found that both groups had low attrition rates.
origin correlating
showed a moderate association with the variable country of
students are
demographic factors. Results suggest that TOEFL students and ESL
academically prepared for graduate studies.
8
vii
1
CHAPTER I
INTRODUCTION
rich
Students and faculty from other countries represent a pool of potentially
institutions make a major effort to
resources for campuses. Haywood (2000) states, some
In
recruit international students to enhance the international presence on campus.
of enrollment
addition, many institutions view foreign students as an important source
outside the U.S., with 70%
and revenue. Most international students are funded from
family sources. It is
covering the costs of their education, usually from personal or
billion dollars into the
estimated that international students annually bring more than 13
higher education, which will
U.S. economy (p. 15). Some studies indicate global trends in
abroad from 1.5 million by
double the number of students pursuing university studies
and professionalize, as
2010. The field of international affairs will continue to grow
offices, and
reflected in the growing number of staff in universities, government
student mobility
placement agencies with special expertise in facilitating international
(Haywood, 2000, p. 17).
Approximately 50 of
Over 16,000 students attend Marshall University every year.
English for Academic
these students study full-time each semester in the Learning
Since 1994, over 400
Purposes (L.E.A.P.) at the Center for International Programs.
the
to
admitted
been
have
countries
from
64
students
international
that
Undergraduate/Graduate programs at Marshall University. There are four ways
satisfactory
international students may be admitted to Marshall University: achieving a
Foreign Language (TOEFL); scoring satisfactorily on
score on the Test of English as a
graduating from the
the Michigan English Language Assessment Battery (MELAB);
of native English speaking
English as a Second Language (ESL) program, and in the case
Achievement Test
international students demonstrating proficiency on a Standardized
(SAT).
through
International students (63.2%) are admitted to Marshall University
Undergraduate study or
TOEFL testing when they receive a minimum score of 500 for
Testing Service (1995), the
525 for Graduate study. According to the Educational
the English proficiency of students whose native
purpose of the TOEFL test is to evaluate
students at the eleventh-grade
language is not English. The TOEFL is recommended for
students (p. 9). The
level or above; the test content is considered too difficult for younger
in many regions of the
TOEFL test was introduced as a computer-based test in July 1998
world (Educational Testing Service, 1999).
English speakers.
There are 16.4% of international students admitted as native
Intensive English
The remaining international students (20.2%) apply to the L.E.A.P.
ESL classes are administered through the L.E.A.P.
program and enroll in ESL classes.
who wish to enroll in
Intensive English program at Marshall University. All students
Services (INS) to study
L.E.A.P. classes are required by Immigration & Naturalization
M. et.al, 1996).
full-time (18 hours) in order to be accepted into the program (Assaf,
complete the Advanced Level
Students who are admitted to the L.E.A.P. program must
2
in order to be admitted to Marshall
109 with a score of 83% or better of Intensive English
University without a TOEFL score.
he/she is given a Michigan
Upon the student's arrival into the L.E.A.P. program,
of study. There are three levels:
Placement test and placed into the appropriate level
and Level 109 (Advanced) in the
Level 107 (Beginning), Level 108 (Intermediate),
(0-47) are placed in Level
L.E.A.P. Intensive English program. Students receiving a score
of (75-100) are placed in Level
107; a score (48-74) are placed in Level 108; and a score
Once the students are placed
109. The L.E.A.P. program also gives an oral speaking test.
complete each level with an 83% or
into their academic levels, they must successfully
Egnor, Director L.E.A.P. Intensive
better in order to move to the next level (Clark M.
2001).
English Program, personal communication, January 25,
Background and Setting
(2000-2002), Marshall is a
According to the Marshall University Graduate catalog
of history with a good
medium-sized American public university that has over 150 years
The university has nine colleges
regional reputation and seeking national prominence.
Professional, technical, and
and schools and over one hundred academic programs.
departments of the university
industrial career studies are available through the various
successfully complete the L.E.A.P.
8). Academically admissible students who
(p.
degree program at Marshall
Program are able to enter an undergraduate or graduate
who can devote their full
University without a TOEFL score. Adults with serious intent
L.E.A.P. Program. Students should
time to rigorous language training may apply to the
they can be admitted without
have previous English language training, however,
special course that focuses on
functional proficiency and will be required to enroll in a
basic English skills.
academically acceptable students
As Marshall University conditionally admits
university-bound ESL students apply
without English proficiency, it is recommended that
they apply to the L.E.A.P Program. Although
to a degree program at the same time
be submitted after being
scholastic test results (e.g. SAT, ACT, GRE, etc.) can usually
admitted without certain
admitted, in some cases, students may not be conditionally
College of Business.
credentials, such as a GMAT score for graduate study in the
Statement of the Problem
is to demonstrate that ESL
A goal of Marshall University's L.E.A.P. program
The purpose of this study
classes are a reasonably valid predictor of college level success.
Marshall
of international students who are admitted to
was to investigate the success
Business Administration,
University's Career and Technical Education, Journalism,
Systems graduate degree
Communication Studies, Biomedical Sciences, and Information
chosen because these are the graduate programs
programs. These program majors were
enrolling in Marshall University (Clark M.
most often selected by international students
10