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Test of English as a foreign language (TOEFL) : good indicator for student success at Community Colleges?

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dc.contributor.advisor Sanchez, Alex
dc.creator Ng, Jacob N. K.
dc.date.accessioned 2007-12-10T20:58:16Z
dc.date.available 2007-12-10T20:58:16Z
dc.date.copyright 2007-10-30
dc.date.issued 2007-10-30
dc.identifier.uri http://hdl.handle.net/1957/7324
dc.description Graduation date: 2008
dc.description.abstract Community colleges in the United States have become an important educational destination for international students. According to the Institute of International Education (IIE, 2006), international students who enrolled for the first time at a U.S. campus increased by 8 per cent, from 131,946 students in 2004/2005 to 142,923 in 2005/2006. Of the approximate 564,766 international students studying in the United States in 2006, 83,160 enrolled in two-year degree institutions and community colleges. The number of international students enrolled in community colleges in the United States has increased 8% from 2000 to 2006. Language skills are considered a key issue, and most colleges and universities in the United States have Test of English as a Foreign Language (TOEFL) score requirements for admission. International students may also enroll in ESL programs to strengthen their English language skills for inside and outside their academic studies at the community colleges. However, the value of the TOEFL test as a tool for gauging scholastic potential remains unclear. The purpose of this study was to determine if TOEFL a good indicator for students’ academic success at community colleges. Academic success was measured by GPA, course completion, and retention. The data was collected at a community college district located in an urban area in California. A total of 433 international students’ academic records, including a number of demographic variables (e.g., gender, major, country of origin, educational goal), were tracked from fall 2002 through fall 2006. Descriptive and correlation analyses were completed for the variables. No significant relationships were found for TOEFL scores and number of ESL courses in relation to GPA, course completion and retention rates. Results suggest that TOEFL is limited and not a good indicator for student success at community colleges. Future research should conduct more comprehensive studies on international student performance based on other factors such as full course of study by immigration regulation or number of courses taken in relation to TOEFL scores. en
dc.format.extent 520583 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.subject TOEFL scores en
dc.subject Student success en
dc.subject English proficiency en
dc.subject International students en
dc.subject Academic success en
dc.subject Community Colleges en
dc.subject.lcsh Test of English as a Foreign Language en
dc.subject.lcsh Students, Foreign -- Examinations en
dc.subject.lcsh Community college students -- Examinations en
dc.subject.lcsh English language -- Examinations en
dc.title Test of English as a foreign language (TOEFL) : good indicator for student success at Community Colleges? en
dc.type Thesis en
dc.degree.name Doctor of Philosophy (Ed. D.) in Education en
dc.degree.level Doctoral en
dc.degree.discipline School of Education en
dc.degree.grantor Oregon State University en
dc.contributor.committeemember Roper, Larry
dc.contributor.committeemember Becker, Laurence
dc.contributor.committeemember Valeau, Edward J.
dc.contributor.committeemember Allen, Wise


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