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MUET as a predictor of academic achievement in ESL teacher education

One of the indicators of English language proficiency used by Malaysian public universities is the Malaysian University English Test (MUET). This study seeks to examine whether MUET is an accurate predictor of academic performance of a group of English teacher education students. The participants fo...

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Main Authors: Othman, Juliana, Nordin, A.B.
Format: Article
Language:English
Published: Universiti Kebangsaan Malaysia Press 2013
Subjects:
L Education (General)
Online Access:http://eprints.um.edu.my/9579/1/00010257_92102.pdf
http://eprints.um.edu.my/9579/
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spelling my.um.eprints.95792020-01-09T01:13:12Z http://eprints.um.edu.my/9579/ MUET as a predictor of academic achievement in ESL teacher education Othman, Juliana Nordin, A.B. L Education (General) One of the indicators of English language proficiency used by Malaysian public universities is the Malaysian University English Test (MUET). This study seeks to examine whether MUET is an accurate predictor of academic performance of a group of English teacher education students. The participants for this study consisted of 111 first and second year students who were enrolled in a B. Ed Teaching English as a Second Language (TESL) program at a local public university. A general linear multivariate regression was conducted using the SPSS for the overall score of the MUET together with their scores on each of the test components and the students CGPA (Cumulative Grade Point Average). The analysis was carried out to identify important predictors of academic achievement by correlating each of the independent predictor variables with each other as well as with the academic achievement criterion. The results of the multiple regression analysis revealed that reading and listening components were significant predictors of students’ academic achievement. These findings seem to indicate that the different components of the MUET can be used to predict students’ academic performance more accurately than the overall MUET score itself. However, there is a need for continuing predictive validity studies in different contexts. Context specific studies are important as they provide empirical evidence and contribute to an increasing literature on the relevance of MUET in higher education settings. Universiti Kebangsaan Malaysia Press 2013 Article PeerReviewed application/pdf en http://eprints.um.edu.my/9579/1/00010257_92102.pdf Othman, Juliana and Nordin, A.B. (2013) MUET as a predictor of academic achievement in ESL teacher education. GEMA Online Journal of Language Studies, 13 (1). pp. 99-111. ISSN 1675-8021
institution Universiti Malaya
building UM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaya
content_source UM Research Repository
url_provider http://eprints.um.edu.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Othman, Juliana
Nordin, A.B.
MUET as a predictor of academic achievement in ESL teacher education
description One of the indicators of English language proficiency used by Malaysian public universities is the Malaysian University English Test (MUET). This study seeks to examine whether MUET is an accurate predictor of academic performance of a group of English teacher education students. The participants for this study consisted of 111 first and second year students who were enrolled in a B. Ed Teaching English as a Second Language (TESL) program at a local public university. A general linear multivariate regression was conducted using the SPSS for the overall score of the MUET together with their scores on each of the test components and the students CGPA (Cumulative Grade Point Average). The analysis was carried out to identify important predictors of academic achievement by correlating each of the independent predictor variables with each other as well as with the academic achievement criterion. The results of the multiple regression analysis revealed that reading and listening components were significant predictors of students’ academic achievement. These findings seem to indicate that the different components of the MUET can be used to predict students’ academic performance more accurately than the overall MUET score itself. However, there is a need for continuing predictive validity studies in different contexts. Context specific studies are important as they provide empirical evidence and contribute to an increasing literature on the relevance of MUET in higher education settings.
format Article
author Othman, Juliana
Nordin, A.B.
author_facet Othman, Juliana
Nordin, A.B.
author_sort Othman, Juliana
title MUET as a predictor of academic achievement in ESL teacher education
title_short MUET as a predictor of academic achievement in ESL teacher education
title_full MUET as a predictor of academic achievement in ESL teacher education
title_fullStr MUET as a predictor of academic achievement in ESL teacher education
title_full_unstemmed MUET as a predictor of academic achievement in ESL teacher education
title_sort muet as a predictor of academic achievement in esl teacher education
publisher Universiti Kebangsaan Malaysia Press
publishDate 2013
url http://eprints.um.edu.my/9579/1/00010257_92102.pdf
http://eprints.um.edu.my/9579/
_version_ 1657488189700440064
score 13.211869

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