Open AccessNonresident Undergraduates’ Performance in English Writing Classes— Hierarchical Linear Modeling Analysis
Author(s) -
Allison A. Vaughn,
Matthew E. Bergman,
Barry Fass-Holmes
Publication year - 2015
Publication title -
journal of international students
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.47
H-Index - 15
eISSN - 2166-3750
pISSN - 2162-3104
DOI - 10.32674/jis.v5i4.398
Subject(s) - multilevel model , mathematics education , psychology , class (philosophy) , term (time) , point (geometry) , community college , public university , english language , variance (accounting) , mathematics , statistics , computer science , medical education , political science , artificial intelligence , medicine , physics , geometry , accounting , public administration , quantum mechanics , business
Do undergraduates whose native language is not English have writing deficiencies leading to academic struggles? The present study showed that the answer to this question was “no” at an American West Coast public university. This university’s nonresident undergraduates on average earned B- to B+ in their colleges’ English intensive-writing programs’ classes, C in community college English classes, and term grade point averages between 2.5 (C+ to B-) and 3.2 (B) in the fall term of the five most recent academic years. Hierarchical linear modeling analyses showed that the predictors with the largest effect sizes were English writing programs and class level; however, each predictor accounted for less than 25% of the total variance.