LINGUIST List 21.3709 Mon Sep 20 2010 Diss: Applied Ling: Douglas: 'Non-Native English Speaking Students ...' Editor for this issue: Mfon Udoinyang <mfonlinguistlist.org> To post to LINGUIST, use our convenient web form at http://linguistlist.org/LL/posttolinguist.cfm. Directory         1.    Scott Douglas, Non-Native English Speaking Students at University: Lexical richness and academic success Message 1: Non-Native English Speaking Students at University: Lexical richness and academic success Date: 18-Sep-2010 From: Scott Douglas <sdouglasucalgary.ca> Subject: Non-Native English Speaking Students at University: Lexical richness and academic success E-mail this message to a friend Institution: University of Calgary Program: Graduate Division of Educational Research Dissertation Status: Completed Degree Date: 2010 Author: Scott Roy Douglas Dissertation Title: Non-Native English Speaking Students at University: Lexical richness and academic success Dissertation URL: https://dspace.ucalgary.ca/handle/1880/48195 Linguistic Field(s): Applied Linguistics Dissertation Director(s): Hetty Roessingh Dissertation Abstract: Increasing numbers of students in both the K-12 and Post-Secondary educational systems in Alberta do not speak English as their first language. However, immigrants face multiple challenges to taking full advantage of the educational opportunities afforded by their new home. This study focuses on one period of those educational opportunities, undergraduate university education, and one set of challenges, vocabulary and academic writing. The main objective of this study was to measure the lexical richness non-native English speaking (NNES) and native English speaking (NS) undergraduate students bring with them to university in terms of lexical breadth and depth of knowledge, and compare these measures to eventual undergraduate academic outcomes. To carry this out, the Effective Writing Test (EWT) was used to compile a corpus of novice academic writing. The NNES students in the study were academically competent, as shown by their Grade 12 math marks. Nevertheless, the results showed that NNES students came to university with less robust measures of lexical richness compared to their NS counterparts. While NNES students eventually graduated from university in higher numbers, they were faced with diminished academic outcomes in terms of Grade Point Averages, Length of Program, Courses Attempted and Not Earned, and Academic Standing. Using hierarchical regression analysis, a line was traced from the initial measures of lexical richness, through EWT, and on to the academic outcomes. Measures of lexical richness strongly predicted performance on the EWT, and EWT results predicted eventual academic outcomes. The conclusion of this study is that lexical richness plays a strong role in general undergraduate writing assessment, and university level writing competence plays an important part in academic success. Read more issues|LINGUIST home page|Top of issue Page Updated: 20-Sep-2010       About LINGUIST    |   Contact Us       While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.