University of Bahrain
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TOEFL and FCE Tests as Predictors of Academic Success for Advanced Students at the University of Bahrain

Show simple item record Al-Ansari, Saif Al-Musawi, Numa’n 2018-08-02T07:02:16Z 2018-08-02T07:02:16Z 2003
dc.identifier.issn 1726-5231
dc.description.abstract The purpose of this study is to examine the multivariate relationships of the Test of English as a Foreign Language (TOEFL) and the First Certificate of English (FCE), and to determine whether students’ total score on the TOEFL or their overall score on the FCE tends to be a better predictor of their success at the University as predicted by the overall grade point average (GPA). Subjects were 112 students enrolled at the University of Bahrain. The multivariate prediction of the GPA from the scores on the FCE is very accurate. Regression analysis revealed that the FCE Cloze, and Sentence Transformation sub scores and also the listening component of the TOEFL are the only test scores that contributed to the prediction of student’s GPA. As far as their GPA in English is concerned, section 3 of the TOEFL is seen to be the most prevalent factor. However scores on the FCE cloze, and Sentence Transformation II sections share some variance with both factors. Results of the study indicate that English major need to improve their comprehension and acquisition of English vocabulary in order to reach a level equivalent to that of ESL learners. en_US
dc.language.iso ar en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject TOEFL
dc.subject FCE tests
dc.subject predictors
dc.subject academic success
dc.subject advanced students
dc.subject University of Bahrain
dc.subject صدق
dc.subject اختبار التوفل(TOEFL)
dc.subject اختبار(FCE)
dc.subject التنبؤ
dc.subject نجاح الطلبة
dc.subject تخصص اللغة الإنجليزية
dc.subject جامعة البحرين
dc.title TOEFL and FCE Tests as Predictors of Academic Success for Advanced Students at the University of Bahrain en_US
dc.type Article en_US
dc.volume 04
dc.issue 01
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS

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