Advertisement

Commitment Issues: How Commitment to Learning Affects the Relationship Between Student’s English Language Proficiency and Academic Performance of Students in International Program

  • Achareeya RobkitEmail author
Conference paper
  • 20 Downloads
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1135)

Abstract

Thai universities are now offering more classes with English as language of instruction. However; for learners who are non-English speakers, juggling both academic and language learning can be a challenge. English Proficiency, while show some significance relations to academic performance of non-English speaking students in English learning environment, the assumption that better English proficiency result in better academic performance might not consistent with the reality, as students possess different level of attitude and psychological state.

While previous research could only indicate substantial but unclear relationship between AP and ELP, this research attempted to identify a missing link, namely, ‘commitment to learning’, that cause student’s AP to vary. This research explored and described how student’s commitment to education affect the relationship between AP and ELP in a more human-oriented approach by considering human factor and student’s psychology into picture. This research employed a holistic approach and took background of each subject into account. Focusing on students of an international bachelor degree program, their psychological profile were established and examined alongside result of academic and English language proficiency to identify pattern in commitment to learning.

Pattern of ‘commitment to learning’ were then investigated. This research further uncovered the 6 factors that influence their level of ‘commitment to learning’ which could be psychological factors that explain the inconsistency of academic performance and English language proficiency.

Keywords

Academic performance English language proficiency Commitment International education 

Notes

Acknowledgement

The researcher would like to express gratitude to the Dean of International College of King Mongkut’s University of Technology North Bangkok for granting permission and support to conduct this research, and to students who participated in the study.

References

  1. 1.
    Andrade, M.S.: International students in English-speaking universities: adjustment factors. J. Res. Int. Educ. 5(2), 131–154 (2006)CrossRefGoogle Scholar
  2. 2.
    Chichon, J.: Factors influencing overseas learners’ Willingness to Communicate (WTC) on a pre-sessional programme at a UK university. J. English Acad. Purposes 39, 87–96 (2019)CrossRefGoogle Scholar
  3. 3.
    Cho, Y., Bridgeman, B.: Relationship of TOEFL iBT® scores to academic performance: some evidence from American universities. Lang. Test. 29(3), 421–442 (2012)CrossRefGoogle Scholar
  4. 4.
    Crismore, A.: Helping ESL and EFL University Students Read Critically: A 2000’s challenge. Opinion Paper. ERI (2000)Google Scholar
  5. 5.
    Finn, J.: Withdrawing from school. Rev. Educ. Res. 59, 117–142 (1989)CrossRefGoogle Scholar
  6. 6.
    Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., Salmela-Aro, K.: School burnout, depressive symptoms and engagement: their combined effect on student achievement. Int. J. Educ. Res. 84, 1–12 (2017)CrossRefGoogle Scholar
  7. 7.
    Geide-Stevenson, D.: Does English proficiency affect academic performance? Int. Rev. Econ. Educ. 28, 41–48 (2018)CrossRefGoogle Scholar
  8. 8.
    Li, G., Chen, W., Duanmu, J.: Determinants of international students’ academic performance: a comparison Between Chinese and Other international students. J. Stud. Int. Educ. 14, 389–405 (2010)CrossRefGoogle Scholar
  9. 9.
    McNamara, S.: Stress in Young People: What’s New and What Can We Do?. Continuum International Publishing Group, London (2000)Google Scholar
  10. 10.
    Martirosyan, N.M., Hwang, E., Wanjohi, R.: Impact of English proficiency on academic performance of international students. J. Int. Students 5(1), 60–71 (2015)Google Scholar
  11. 11.
    Office of Higher Education Commission, Curriculum Approved by OHEC 2012–2018Google Scholar
  12. 12.
    Oliver, R., Vanderford, S., Grote, E.: Evidence of English language proficiency and academic achievement of non-English-speaking background students. High. Educ. Res. Dev. 31(4), 541–555 (2012)CrossRefGoogle Scholar
  13. 13.
    Paloş, R., Maricuţoiu, L., Costea, I.: Relations between academic performance, student engagement and student burnout: a cross-lagged analysis of a two-wave study. Stud. Educ. Eval. 60, 199–204 (2019)CrossRefGoogle Scholar
  14. 14.
    Rebuck, M.: The use of TOEIC by companies in Japan. NUCB J. Lang. Culture Commun. 5(1), 23–32 (2003)Google Scholar
  15. 15.
    Robotham, D.: Stress among higher education students: towards a research agenda. High. Educ. 56, 735–745 (2008)CrossRefGoogle Scholar
  16. 16.
    Salmela-Aro, K., Moeller, J., Schneider, B., Spicer, J.: Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches. Learn. Instr. 48, 61–70 (2016)CrossRefGoogle Scholar
  17. 17.
    Salmela-Aro, K., Read, S.: Study engagement and burnout profiles among Finnish higher education students. Burnout Res. 7, 21–28 (2017)CrossRefGoogle Scholar
  18. 18.
    Samela-Aro, K., Upadyaya, K.: The schoolwork engagement inventory. Eur. J. Psychol. Assess. 28(1), 60–67 (2012)CrossRefGoogle Scholar
  19. 19.
    Salmela-Aro, K., Upadyaya, K.: School Burnout and engagement in the context of demands-resources model. Br. J. Educ. Psychol. 84(1), 137–151 (2014)CrossRefGoogle Scholar
  20. 20.
    Teemant, A.: ESL student perspectives on university classroom testing practices. J. Scholarship Teach. Learn. 10(3), 89–105 (2010)Google Scholar
  21. 21.
    Voelkl, K.: Identification with school. Am. J. Educ. 105, 204–319 (1997)CrossRefGoogle Scholar
  22. 22.
    Wang, M., Peck, S.: Adolescent educational success and mental health vary across school engagement profiles. Dev. Psychol. 49, 1266–1276 (2013)CrossRefGoogle Scholar
  23. 23.
    Woodrow, L.: Academic success of international postgraduate education students and the role of English proficiency. Univ. Sydney Papers TESOL 1, 51–70 (2006)Google Scholar
  24. 24.
    Xu, M.: The impact of English language proficiency on international students’ perceived academic difficulty. Res. High. Educ. 32, 557–570 (1991)CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.King Mongkut’s University of Technology North BangkokBangkokThailand

Personalised recommendations