Is University Too Late to Learn Academic English? A Longitudinal Quantitative Study at an English-Medium University in Turkey

• In Event: Breaking Language Barriers: Conceptualizing Language Equity in Higher Education

Abstract

This study investigates the impact of a Preparatory Year Program (PYP) at an English-medium university on students' success in EAP courses. This longitudinal and quantitative study analyzed large cohorts of students who completed the PYP (n=4057) and those who did not (n=5023). The study analyzed 1) time spent in PYP as a predictor for academic success in EAP; 2) overall grade in EAP as a predictor of GPA; 3) faculty differences reflected in overall EAP scores and GPA; 4) gender differences in predicting overall GPA and EAP scores. The results reveal students who learned English later tend to pass the EAP courses in fewer attempts, albeit with a lower passing grade, compared to those who gained direct entry to their majors.

Authors

• Sukru Nural, MEF University

• Utku Koc, MEF University

• Joel Compton, MEF University