A practical academic reading and vocabulary screening test as a predictor of achievement in first-year university students: implications for test purpose and use

References

• Alderson, J. C. 2000. Assessing Reading. Cambridge: Cambridge University Press.
   Google Scholar
• Bachman, L., and A. Palmer. 1996. Language Testing in Practice: Designing and Developing Useful Language Tests. Oxford: Oxford University Press.
   Google Scholar
• Bachman, L., and A. Palmer. 2010. Language Assessment in Practice. Oxford: Oxford University Press.
   Google Scholar
• Baker, C., and W. E. Wright. 2017. Foundations of Bilingual Education and Bilingualism. 6th ed. Bristol: Multilingual Matters.
   Google Scholar
• Berckmoes, D., and H. Rombouts. 2009. Intern rapport verkennend onderzoek naar knelpunten taalvaardigheid in het hoger onderwijs [Internal Report of an Explorative Study on Language Stumbling Blocks in Higher Education]. Antwerpen: Universiteit Antwerpen. http://uahost.uantwerpen.be/linguapolis/mom/Intern_rapport_verkennend_onderzoek_naar_knelpunten_taalvaardigheid_in_het_hoger_onderwijs-Monitoraat_op_maat.pdf.
   Google Scholar
• Cotton, F., and F. Conrow. 1998. “An Investigation of the Predictive Validity of IELTS amongst a Group of International Students Studying at the University of Tasmania.” Vol. 1 of the IELTS Research Reports. Sydney: ELICOS Association Limited.
   Google Scholar
• Criper, C., and A. Davies. 1988. ELTS Validation Project Report: ELTS Research Report 1 (I). Cambridge: The British Council and University of Cambridge Local Examinations Syndicate.
   Google Scholar
• Crossman, K. 2018. “Immersed in Academic English: Vocabulary and Academic Outcomes of a CLIL University Preparation Course.” International Journal of Bilingual Education and Bilingualism 21 (5): 564–577. doi: https://doi.org/10.1080/13670050.2018.1494698
   Web of Science ®Google Scholar
• Davies, A. 2001. “The Logic of Testing Languages for Specific Purposes.” Language Testing 18 (2): 133–147. doi: https://doi.org/10.1177/026553220101800202
   Google Scholar
• Davies, A. 2007. “Assessing Academic English Language Proficiency: 40+ Years of U.K. Language Tests.” In Language Testing Reconsidered, edited by J. Fox, M. Wesche, D. Bayliss, L. Cheng, C. E. Turner, and C. Doe, 73–86. Ontario: University of Ottawa Press.
   Google Scholar
• Declerq, K., and F. Verboven. 2010. Slaagkansen aan Vlaamse universiteiten: tijd om het beleid bij te sturen? [Success Rates at Flemish Universities: Time to Adjust Policy?]. Centrum voor economische studieën, KU Leuven. https://www.classicavlaanderen.be/informatie/cijfermateriaal/slaagkansen.pdf
   Google Scholar
• Department of Education and Training. 2008. Education in Flanders. A Broad View of the Flemish Educational Landscape. Brussels: Agency for Educational Communication.
   Google Scholar
• De Wachter, L., and L. Cuppens. 2010. “Detectie en Remediëring van taalleerzorgproblemen voor eerstejaarsstudenten aan de K.U. Leuven.” [The Detection and Remediation of Language Problems of First-year Students at the University of Leuven.] In 24ste conferentie het schoolvak Nederlands, edited by S. Vanhooren, and A. Mottart, 260–264. Gent: Academia Press.
   Google Scholar
• De Wachter, L., and J. Heeren. 2013. “Een taaltest als signaal: De ontwikkeling en implementatie van een strategische taalvaardigheidstoets aan de KU Leuven.” [A language test as a signal: The development and implementation of a strategic language proficiency test at the KU Leuven.] Levende Talen Tijdschrift 14 (1): 19–27.
   Google Scholar
• De Wachter, L., J. Heeren, S. Marx, and S. Huyghe. 2013. “Taal: een noodzakelijke, maar niet de enige voorwaarde tot studiesucces: De correlatie tussen de resultaten van een taalvaardigheidstoets en de slaagcijfers bij eerstejaarsstudenten aan de KU Leuven.” [Language Proficiency: A Necessary, but Not the Only, Condition for Study Success: A Correlation between the Results of a Language Proficiency Test and Academic Achievement of First-Year Students.] Levende Talen Tijdschrift 14 (4): 28–36.
   Google Scholar
• Deygers, B., K. Van Den Branden, and E. Peters. 2017. “Checking Assumed Proficiency: Comparing L1 and L2 Performance on a University Entrance Test.” Assessing Writing 32: 43–56. doi:https://doi.org/10.1016/j.asw.2016.12.005.
   Web of Science ®Google Scholar
• Dooey, P., and R. Oliver. 2002. “An Investigation Into the Predictive Validity of the IELTS Test as an Indicator of Future Academic Success.” Prospect 7 (1): 36–54.
   Google Scholar
• Douma, W. H. 1960. De leesbaarheid van landbouwbladen: een onderzoek naaren een toepassing van leesbaarheidsformules [The Readability of Agricultural Journals: A Study to and Application of Readability Formulas]. Wageningen: Bulletin no. 17, afdeling Sociologie en Sociografie van de Landbouwhogeschool.
   Google Scholar
• Elder, C. 1993. “Language Proficiency as a Predictor of Performance in Teacher Education.” Melbourne Papers in Language Testing 2 (1): 68–85.
   Google Scholar
• Elder, C. 2017. “Language Assessment in Higher Education.” In Vol. 7 of the Encyclopedia of Language and Education, edited by E. Shohamy, and N. Hornberger, 271–286. Netherlands: Springer. doi:https://doi.org/10.1007/978-3-319-02261-1_35.
   Google Scholar
• Elder, C., C. Bright, and S. Bennet. 2007. “The Role of Language Proficiency in Academic Success: Perspectives from a New Zealand University.” Melbourne Papers in Language Testing 12 (1): 24–58.
   Google Scholar
• Elder, C., and J. von Randow. 2008. “Exploring the Utility of a Web-Based English Language Screening Tool.” Language Assessment Quarterly 5 (3): 173–194. doi: https://doi.org/10.1080/15434300802229334
   Web of Science ®Google Scholar
• Feast, V. 2002. “The Impact of IELTS Scores on Performance at University.” International Education Journal 13 (4): 70–85.
   Google Scholar
• Ferguson, G., and E. White. 1993. “A Small-Scale Study of Predictive Validity.” Melbourne Papers in Language Testing 2 (1): 68–87.
   Google Scholar
• Flesch, R. 1948. “A New Readability Yardstick.” Journal of Applied Psychology 32 (3): 221–233. doi: https://doi.org/10.1037/h0057532
   PubMed Web of Science ®Google Scholar
• Fløttum, K., D. Dahl, and T. Kinn. 2006. Academic Voices: Across Languages and Disciplines. Amsterdam: John Benjamins Publishing Company.
   Google Scholar
• Giezenaar, G., and E. Schouten. 2002. Wijze woorden. Woordenlijst academisch Nederlands met idioomoefeningen [Wise Words. Wordlist Academic Dutch with Exercises]. Deurne: Intertaal.
   Google Scholar
• Glorieux, I., I. Laurijssen, and O. Sobczyk. 2014. De instroom in het hoger onderwijs in Vlaanderen: Een beschrijving van de huidige instroompopulatie en een analyse van de overgang van secundair onderwijs naar hoger onderwijs.” [The Inflow of First-year Students in Flemish Higher Education: A Description of the Current First-year Population and an Analysis of the Transition from Secondary Education into Higher Education.] Leuven: Steunpunt SSL.
   Google Scholar
• Graham, J. G. 1987. “English Language Proficiency and the Prediction of Academic Success.” TESOL Quarterly 21 (3): 505–521. doi:https://doi.org/10.2307/3586500.
   Web of Science ®Google Scholar
• Hamilton, J., M. Lopes, T. McNamara, and E. Sherman. 1993. “Rating Scales and Native Speaker Performance on a Communicatively Oriented EAP Test.” Language Testing 10: 337–353. doi:https://doi.org/10.1177/026553229301000307.
   Google Scholar
• Harrell, F. H. 2018. Hmisc: Harrell Miscellaneous. Version 4.1-1. https://CRAN.R-project.org/package=Hmisc.
   Google Scholar
• Hill, K., N. Storch, and B. Lynch. 1999. “A Comparison of IELTS and TOEFL as Predictors of Academic Success.” In International English Language Testing System (IELTS) Research Reports, edited by R. Tulloh, 53–63. Canberra: IELTS Australia.
   Google Scholar
• Hulstijn, J. 2015. Language Proficiency in Native and Non-Native Speakers: Theory and Research. Amsterdam: John Benjamins Publishing Company.
   Google Scholar
• Hyland, K. 2006. English for Academic Purposes: An Advanced Resource Book. London: Routledge.
   Google Scholar
• IBM Corp. 2016. IBM SPSS Statistics for Windows, Version 24.0. Armonk, NY: IBM Corp.
   Google Scholar
• Kane, M,T. 2013. “Validating the Interpretations and Uses of Test Scores.” Journal of Educational Measurement 50 (1): 1–73. doi: https://doi.org/10.1111/jedm.12000
   Web of Science ®Google Scholar
• Kerstjens, M., and C. Nery. 2000. “Predictive Validity in the IELTS Test: A Study of the Relationship Between IELTS Scores and Students’ Subsequent Academic Performance.” In Vol. 3 of the International English Language Testing System (IELTS) Research Reports, edited by R. Tulloh, 85–108. Melbourne: IELTS Australia.
   Google Scholar
• Knoch, U., and C. Elder. 2013. “A Framework for Validating Post-Entry Language Assessments (PELAs).” Papers in Language Testing and Assessment 2 (2): 48–66.
   Google Scholar
• KU Leuven. 2018. Cumulative Study Efficiency (CSE). https://www.kuleuven.be/english/education/student/studyprogress/cse – 20/08/2018.
   Google Scholar
• Lacante, M., M. De Metsenaere, W. Lens, R. Van Esbroeck, K. De Jaeger, T. De Conick, K. Gressens, et al. 2001. Drop-out in het hoger onderwijs: Onderzoek naar de achtergronden en motieven van drop-out in het eerste jaar hoger onderwijs [Drop-out in higher education: Research into the backgrounds and motives of drop-out in higher education]. Brussels: Vrije Universiteit Brussel.
   Google Scholar
• McNamara, T., and K. Ryan. 2011. “Fairness versus Justice in Language Testing: The Place of English Literacy in the Australian Citizenship Test.” Language Assessment Quarterly 8 (2): 161–178. doi: https://doi.org/10.1080/15434303.2011.565438
   Web of Science ®Google Scholar
• Messick, S. 1989. “Validity.” In Educational Measurement, edited by R. L. Linn, 13–103. New York: Macmillan.
   Google Scholar
• Milton, J., and J. Treffers-Daller. 2013. “Vocabulary Size Revisited: The Link between Vocabulary Size and Academic Achievement.” Applied Linguistic Review 4: 151–172. doi:https://doi.org/10.1515/applirev-2013-0007.
   Web of Science ®Google Scholar
• Pinxten, M., B. De Fraine, W. Van Den Noortgate, J. Van Damme, T. Boonen, and G. Vanlaar. 2014. “‘I Choose so I Am’: A Logistic Analysis of Major Selection in University and Successful Completion of the First Year.” Studies in Higher Education. doi:https://doi.org/10.1080/03075079.2014.914904.
   Google Scholar
• Pinxten, M., C. Van Soom, C. Peeters, T. De Laet, and G. Langie. 2017. “At-risk at the Gate: Prediction of Study Success of First-Year Science and Engineering Students in an Open-Admission University in Flanders—any Incremental Validity of Study Strategies?” European Journal of Psychology of Education 34 (1): 45–66. doi: https://doi.org/10.1007/s10212-017-0361-x
   Web of Science ®Google Scholar
• Qian, D. D. 2002. “Investigating the Relationship between Vocabulary Knowledge and Academic Reading Performance: an Assessment Perspective.” Language Learning 52 (3): 513–536. doi:https://doi.org/10.1111/1467-9922.00193.
   Web of Science ®Google Scholar
• Read, J. 2015. Assessing English Proficiency for University Study. New York: Palgrave, Macmillan.
   Google Scholar
• Read, J. 2016. “Some Key Issues in Post-Admission Language Assessment.” In Post-admission Language Assessment, edited by J. Read, 3–20. Switzerland: Springer.
   Google Scholar
• Revelle, W. 2018. psych: Procedures for Personality and Psychological Research. Version 1.8.4. Evanston: Northwestern University. https://CRAN.R-project.org/package=psych.
   Google Scholar
• Richardson, M., C. Abraham, and R. Bond. 2012. “Psychological Correlates of University Students’ Academic Performance: a Systematic Review and Meta-Analysis.” Psychological Bulletin 138 (2): 353–387. doi: https://doi.org/10.1037/a0026838
   PubMed Web of Science ®Google Scholar
• Rombaut, K., B. Cantillon, and G. Verbist. 2006. Determinanten van de Differentiële Slaagkansen in het Hoger Onderwijs [Determinants of Differential Success Rates in Higher Education]. Antwerpen: Universiteit Antwerpen.
   Google Scholar
• Snow, C. E. 2010. “Academic Language and the Challenge of Reading for Learning about Science.” Science 328: 450–452. doi:https://doi.org/10.1126/science.1182597.
   PubMed Web of Science ®Google Scholar
• Stricker, L. J. 2004. “The Performance of Native Speakers of English and ESL Speakers on the Computer-Based TOEFL and GRE General Test.” Language Testing 21 (2): 146–173. doi:https://doi.org/10.1191/0265532204lt279oa.
   Google Scholar
• Ting, S. R., and T. L. Robinson. 1998. “First-year Academic Success: A Prediction Combining Cognitive and Psychosocial Variables for Caucasian and African American Students.” Journal of College Student Development 39 (6): 599–610.
   Web of Science ®Google Scholar
• Van den Branden, K. 2010. “Taalbeleid in het hoger onderwijs.” [Language Policy in Higher Education.] In Taalbeleid in het hoger onderwijs: de hype voorbij?, edited by E. Peters, en T. Van Houtven, 213–223. Leuven: Acco.
   Google Scholar
• Van Dyk, T. 2015. “Tried and Tested: Academic Literacy Tests as Predictors of Academic Success.” Tijdschrift Voor Taalbeheersing 37 (2): 159–186. doi:https://doi.org/10.5117/tvt2015.2.vand.
   Google Scholar
• Van Houtven, T., E. Peters, and Z. El Morabit. 2010. “Hoe staat het met de taal van studenten? Exploratieve studie naar begrijpend lezen en samenvatten bij instromende studenten in het Vlaamse hoger onderwijs.” [What is the State of Students’ Language Proficiency? An Explorative Study into the Reading Comprehension and Summarizing Skills of Starting First-year Students in Flemish Higher Education.] Levende Talen Tijdschrift 11 (3): 29–44.
   Google Scholar
• Van Houtven, T., E. Peters, and K. Van den Branden. 2013. “Analyzing Student Teachers’ Academic Literacy Needs: A Qualitative Analysis of Flemish First-Year Teacher Trainees’ Needs.” Language Learning in Higher Education 2 (2): 267–292. doi: https://doi.org/10.1515/cercles-2012-0015
   Google Scholar
• van Kalsbeek, A., and F. Kuiken. 2014. “Academisch taalgebruik in het Nederlandse wetenschappelijk onderwijs: stand van zaken en blik op de toekomst.” [Academic Language Use in Scientific Education in the Netherlands: State of Affairs and a Look into the Future.] Internationale Neerlandistiek 52 (3): 221–236. doi: https://doi.org/10.5117/IN2014.3.KALS
   Google Scholar
• Van Soom, C., and V. Donche. 2014. “Profiling First-Year Students in STEM Programs Based on Autonomous Motivation and Academic Self-Concept and Relations with Academic Achievement.” PLoS One 9: 1–13. doi:https://doi.org/10.1371/journal.pone.0112489.
   Web of Science ®Google Scholar
• Verlinde, S., and G. Peeters. 2012. “Data Access Revisited: The Interactive Language Toolbox.” In Electronic Lexicography, edited by S. Granger, and M. Paquot. Oxford: Oxford university press. doi:https://doi.org/10.1093/acprof:oso/9780199654864.003.0008.
   Google Scholar
• Vinke, A. A., and W. M. G. Jochems. 1993. “English Proficiency and Academic Success in International Postgraduate Education.” Higher Education 26 (3): 275–285. doi: https://doi.org/10.1007/BF01383487
   Web of Science ®Google Scholar
• Weir, C. J. 2005. Language Testing and Validation: An Evidence-Based Approach. New York: Palgrave MacMillan.
   Google Scholar
• Wingate, U. 2015. Academic Literacy and Student Diversity: The Case for Inclusive Practice. Bristol: Multilingual Matters.
   Google Scholar