Abstract
An analysis of 2,253 graduates from an Australian university investigates the interaction between remedial English language programs and academic preparation programs and their effect on academic performance in postgraduate business degrees. In addition, the length of the remedial English program is found to be significantly negatively related to postgraduate academic performance. An analysis of the interaction between the two preparation programs, language and academic, shows that students required to take both a remedial English program and a preliminary academic program prior to postgraduate study have a higher level of academic performance than students required to take remedial English alone without a preliminary academic program. The study also analyses students' country of origin in order to enhance the understanding of the relationship between English language skills and academic achievement. Implications for practice and research are discussed,
| Original language | English |
|---|---|
| Pages (from-to) | 34-46 |
| Number of pages | 13 |
| Journal | International Education Journal: Comparative Perspectives |
| Volume | 10 |
| Issue number | 1 |
| Publication status | Published - 2011 |