Abstract:
This research attempts to investigate the effect of the English language test of the University Entrance Examination (UEE) in predicting the academic achievement of Iranian EFL learners. To achieve this goal, Isfahan, Tabriz, Mashhad, Shiraz and Allameh Tabatabaei Universities were randomly selected. Then, the scores of the English majors admitted to those universities were collected from the aforementioned universities. Subsequently, the scores of special courses were included and the scores of the general ones such as theology, Ethics, etc. were excluded. Afterwards, the English scores of the learners were obtained from the Educational Testing Measurement (ETM) to investigate the relationship between the set of scores from the ETM and their achievements at the aforementioned universities. The results showed significant relationships between the UEE scores and the academic achievement in all fields of the study when quota (Q) six was included. However, in the same fields of study when Q six was excluded, the observed correlation was rather low except for the scores of the English majors in Shiraz University. It was also discovered that the correlation observed between the two sets of scores of the English majors in Mashhad University did not reveal significant relationships when Q six was excluded.
Machine summary:
It was also discovered that the correlation observed between the two sets of scores of the English majors in Mashhad University did not reveal significant relationships when Q six was excluded.
Factors Influencing Academic Success While there is some controversy in literature as to the role of English language proficiency on one’s later academic success, it has been reported that math aptitude scores, high school grade point averages (GPAs), and subject matter achievement test scores all indicate some kind of statistically significant correlations with academic success (Wilcox, 1975).
In other words, this study has attempted to investigate the degree of relationship between English proficiency as indicated by the English sub-test of the University Entrance Examination (UEE) and the academic achievement of Iranian EFL university students.
1. There is no relationship between the performance on the language part of the University Entrance Examination (UEE) and the academic achievement of the English majors including quota six.
Findings and Discussions With regard to the nature of the present investigation which is mainly concentrated on discovering the relationship between the language score of the University Entrance Examination (UEE) and the academic achievement of the English and French majors, the following results were obtained.
72 (excluding Q 6) As it can be seen from Table 3, the correlation coefficient calculated between the language part of the UEE and the academic achievement of English teaching majors including Q6 is 0.