Abstract
Literature is replete with studies indicating the need to develop students’ language skills; however, little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses. This study investigates whether a student’s English language proficiency can be associated with her performance in specific cognitive skills (knowledge, comprehension, application, and analysis) in an introductory accounting course. Data is summarized from students’ performance on their first financial accounting examination as well as from students’ academic history records as maintained by the university. A correlation analysis of the cognitive skills score with student language proficiency is used to identify initial relationships; and multiple regression analysis is subsequently used to identify interrelations between combined multiple dependent variables and the language proficiency variables. While the results show no association between TOEFL and overall performance, the mean of the English composition courses do show a significant association with knowledge and comprehension cognitive skills scores on the first financial accounting course. No associations are attached to the application and analysis cognitive skills. The results are meaningful to faculty in balancing language proficiency with quality instruction in content-area courses.
Highlights
Literature is replete with studies indicating the need to develop students’ language skills; little research has emphasized the importance of language proficiency in enhancing learning or performance in specific content-area courses
It is interesting to note that Test of English as a Foreign Language (TOEFL) scores are significantly correlated with AvEng and Tenure but are not significantly correlated with the results of the other three cognitive skills tested on the first accounting examination
Given that univariate tests do not simultaneously consider interdependencies that may exist among various dependent variables, we conducted a multivariate regression - General Linear Model (GLM) with TOEFL scores, AvEng, and Tenure as independent variables and the four cognitive skills as the multiple dependent variables
Summary
This study was conducted at Zayed University, a national university located in the United Arab Emirates, with an all-female Gulf Arab student body. During each of the Colloquy’s first three semesters, students enroll in an English Composition course (COL 140, 145, 240) Each of these courses is designed to develop her skills in using the language as a tool for critical analysis and self-expression...In order to facilitate systematic improvement, students work is assessed using standardized rubrics. This method assures that all students are required to meet common standards (Zayed University, 2007). Such concerted efforts will enhance the quality of instruction and most importantly the quality of student learning
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