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Education Research International
Volume 2012 (2012), Article ID 635964, 8 pages
http://dx.doi.org/10.1155/2012/635964
Research Article

Indicators of Achievement in EFL Classes at a Taiwanese University

1Language Center, Soochow University, Wai-Shuang Hsi, Taipei 111, Taiwan
2Department of Child Psychiatry, Chang Gung Memorial Hospital Linkao Medical Center, Chang Gung University College of Medicine, Tauyuan 333, Taiwan

Received 4 March 2012; Revised 15 July 2012; Accepted 15 July 2012

Academic Editor: Eric Z. F. Liu

Copyright © 2012 Brent Allan Kelsen and Hsin-yi Liang. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Understanding the factors that contribute to student success is crucial for educators. This study estimated the indicators of success in the context of student achievement in university EFL courses in Taiwan. Data was collected from two classes of sophomore students and various student assessment aspects served as dependent variables: overall final grade, final exam score, oral test performance, and scores received on the listening, reading, and writing sections of the final exam. Explanatory variables included: years of English study, gender, part-time work, total hours studying English, participation in English-taught program, English language aptitude, first language ability, intrinsic motivation, extrinsic motivation, language anxiety, attendance, reading English for pleasure, and socioeconomic status. Pearson product-moment correlations were calculated and stepwise multiple regression analyses identified selections of variables that explained the dependent variables. Multiple regressions using the selected variables suggested that hours spent studying English, participation in the English taught program, first language ability, attendance and reading for pleasure were the most significant indicators of achievement. All models provided statistically significant moderate to strong explanatory power. Finally, this paper offers pedagogical considerations based on the results, as well as suggestions for future research.