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:	Juliana Othman, Abu Bakar Nordin
Format:	Article
Language:	English
Published:	Penerbit UKM 2013
Online Access:	http://journalarticle.ukm.my/6046/ http://journalarticle.ukm.my/6046/ http://journalarticle.ukm.my/6046/1/2225-4403-1-SM.pdf

id	ukm-6046
recordtype	eprints
spelling	ukm-60462013-03-19T04:01:18Z http://journalarticle.ukm.my/6046/ MUET as a predictor of academic achievement in ESL teacher education Juliana Othman, Abu Bakar Nordin, 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. Penerbit UKM 2013-02 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/6046/1/2225-4403-1-SM.pdf Juliana Othman, and Abu Bakar Nordin, (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 http://www.ukm.my/ppbl/Gema/gemahome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
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	Juliana Othman, Abu Bakar Nordin,
spellingShingle	Juliana Othman, Abu Bakar Nordin, MUET as a predictor of academic achievement in ESL teacher education
author_facet	Juliana Othman, Abu Bakar Nordin,
author_sort	Juliana Othman,
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	Penerbit UKM
publishDate	2013
url	http://journalarticle.ukm.my/6046/ http://journalarticle.ukm.my/6046/ http://journalarticle.ukm.my/6046/1/2225-4403-1-SM.pdf
first_indexed	2023-09-18T19:45:48Z
last_indexed	2023-09-18T19:45:48Z
_version_	1777405891744628736

MUET as a predictor of academic achievement in ESL teacher education

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