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Lexical Facility and Academic Performance in English

  • Michael Harrington
Chapter
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Abstract

Two studies are presented here that examine the lexical facility measures as predictors of individual differences in performance in two domains of academic English. Study 6 investigates the lexical facility measures as predictors of English for Academic Purposes course grades in an Australian university foundation-year course, and Study 7 as predictors of grade point average (GPA) in the same program. In addition, findings from other studies that have also examined lexical facility as a predictor of GPA are discussed.

References

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  3. Harrington, M., & Roche, T. (2014a). Word recognition skill and academic achievement across disciplines in an English-as-lingua-franca setting. In U. Knoch (Ed.), Papers in Language Testing, 16, 4.Google Scholar
  4. Harrington, M., & Roche, T. (2014b). Identifying academically at-risk students at an English-medium university in Oman: Post-enrolment language assessment in an English-as-a-foreign language setting. Journal of English for Academic Purposes, 15, 34–37.CrossRefGoogle Scholar
  5. Roche, T., & Harrington, M. (2013). Recognition vocabulary knowledge as a predictor of academic performance in an English as a foreign language setting. Language Testing in Asia, 3(1), 1–13. doi: 10.1186/2229-0443-3-12.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Michael Harrington
    • 1
  1. 1.University of QueenslandBrisbaneAustralia

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