Language Proficiency and Academic Achievement of Iranian EFL Learners

اين تحقيق ميخواهد رابطه بين نمره زبان انگليسي در كنكور سراسري و پيشرفت تحصيلي دانشجويان زبان انگليسي را پيدا كند. براي نيل به اين هدف، به طور تصادفي دانشگاههاي اصفهان ، تبريز ، مشهد ، شيراز و علامه طباطبايي انتخاب شده اند . بدين منظــور نمرات دانشجـويان زبان انگليسي كه در سال تحصيلي 70 – 69 در كنكور سراسري پذيرفته شده بودند از دانشگاه هاي فوق جمع آوري شد . همچنين نمرات زبان دانشجويان فوق از سازمان سنجش آموزش كشور جهت پيدا كردن اين رابطه دريافت شد . براي بررسي دقيق اين رابطه نمرات دروس عمومي ( از قبيل فارسي، و ...) از دروس تخصصي جدا شد . نتايج بدست آمده نشان ميدهد كه در تمام رشته هاي تحصيلي ضريب همبستگي بين نمره زبان كنكور و موفقيت تحصيلي دانشجـويان ، با دخالت دادن سهميـه " 6 " ( رزمندگان ) در اين آمار ، معني دار است . اما با حذف سهميه " 6 " ضريب همبستگي بين اين دو متغير به استثناي دانشگاه شيراز ضعيف تر مي شود و ثابت شد ضريب همبستگي بين اين دو مجموعه از نمرات در رشته هاي دبيري زبان انگليسي دانشگاه مشهد و زبان و ادبيات فرانسه دانشگاه اصفهان ، با حذف سهميه " 6 " معني دار نمي باشد .

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.