The Influence of English Literacy on High School Students’ Academic Achievement

Xiaoxia Tian, Guangchao Zhang, Kyung Hee Park

Abstract


In the digital age, English literacy is one of the key competences for high school students. This study aimed to explore the relationship between English literacy and academic achievement. To this end, the four-dimensional English literacy scale by the General High School English Curriculum Standard (2017 Edition, 2020 Revised Edition) set was used, and 446 high school students participated in the survey in March 2022. The results indicate no significant difference in English literacy between male and female students. Moreover, the structural equation model results showed that (1) Language ability significantly predicted cultural consciousness, thinking quality, and learning ability; (2) Thinking quality and learning ability correlated with students’ academic achievement; (3) Nevertheless, cultural consciousness did not predict academic achievement; and (4) Learning ability mediated between language ability and academic achievement. This conclusion highlights that cultivating students’ learning ability and language ability can improve their academic achievement. Therefore, teachers should exert more effort to develop students’ language ability and learning ability in the future.

https://doi.org/10.26803/ijlter.21.9.26


Keywords


English literacy; language ability; cultural consciousness; thinking quality; learning ability; academic achievement

Full Text:

PDF

References


Cano-Garcia, F., & Hughes, E. H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology, 20(4), 413–430. https://doi.org/10.1080/713663755

Chang, J., & Le, T. N. (2010). Multiculturalism as a dimension of school climate: The impact on the academic achievement of Asian American and Hispanic youth. Cultural Diversity and Ethnic Minority Psychology, 16(4), 485–492. https://doi.org/10.1037/a0020654

Chen, X., Rubin, K. H., & Li, D. (1997). Relation between academic achievement and social adjustment: Evidence from Chinese children. Developmental Psychology, 33, 518–525. https://doi.org/10.1037/0012-1649.33.3.518

Chen, Y., & Sun, C. (2006). Language proficiency and academic performance. Proceedings of the 11th Conference of Pan-Pacific Association of Applied Linguistics, Korea 11, 58–72. https://doi.org/10.1007/978-3-030-79143-8_39

Chen, Y. Q., & Liu, D. J. (2016). Ji yu ying yu xue ke he xin su yang de ben tu ying yu jiao xue li lun jian gou yan jiu [Theoretical framework analysis of Chinese indigenous English teaching and learning guided by English disciplinary-based core qualities]. Ke Cheng·Jiao Cai ·Jiao Fa, 36(3), 50–57. https://doi.org/10.19877/j.cnki.kcjcjf.2016.03.009

Chen, Z. H., Wang, Q, & Qian, X. F. (2019). Lun ying yu xue ke he xin su yang zhong de si wei pin zhi ji qi fa zhan tu jing [Exploring the concept of thinking capacity in the key competencies of English and the ways for developing them]. Ke Cheng·Jiao Cai ·Jiao Fa, 39(1), 91–98. https://doi.org/10.19877/j.cnki.kcjcjf.2019.01.015

Cheng, X. T., & Zhao, S. Q. (2016). Ying yu xue ke he xin su yang de shi zhi nei han [On students’ key competency in English as a foreign language]. Ke Cheng·Jiao Cai ·Jiao Fa, 36(5), 79–86. https://doi.org/10.19877/j.cnki.kcjcjf.2016.05.012

Dev, S., & Qiqieh, S. (2016). The relationship between English language proficiency, academic achievement and self-esteem of non-native-English-speaking students. International Education Studies, 9(5), 147–155. http://dx.doi.org/10.5539/ies.v9n5p147

Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Meta-cognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x

Fakeye, D. O., & Ogunsiji, Y. (2009). English language proficiency as a predictor of academic achievement among EFL students in Nigeria. European Journal of Scientific Research, 37(3), 490–495. http://www.eurojournals.com/ejsr.htm

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.1177/002224378101800104

Gong, Y. F. (2014). Ying yu jiao yu de jia zhi yu ji chu ying yu jiao yu de gai ge [The value of English education and the reform of primary English education]. Wai Guo Yu, 37(6), 18–19. http://www.cnki.com.cn/Article/CJFDTotal-WYXY201406008.htm

Guglielmi, R. S. (2008). Native language proficiency, English literacy, academic achievement, and occupational attainment in limited-English-proficient students: A latent growth modeling perspective. Journal of Educational Psychology, 100(2), 322–342. https://doi.org/10.1037/0022-0663.100.2.322

Huang, L. Y. (2016). Ying yu kou yu biao xian xing ping jia de she ji yu shi shi [The design and implementation of the performance evaluation of oral English]. Ying Yu Xue Xi, 1, 41–44. https://doi.org/10.3969/j.issn.1002-5553.2016.01.013

Kerstjens, M., & Nery, C. (2000). Predictive validity in the IELTS test: A study of the relationship between IELTS scores and students' subsequent academic performance. English Language Testing System Research Reports, 3(4), 86–108. https://search.informit.org/doi/10.3316/informit.905790128753688

Liu, D. (2018). Shi juan zhi liang zhi biao de fen xi [Analysis of the quality index of test papers]. Xian Dai Jing Ji Xin Xi, 5, 457. https://doi.org/1001-828X(2018)007-0457-01

Mehrvarz, M., Heidari, E., Farrokhnia, M., & Noroozi, O. (2021). The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance. Computers & Education, 167, 104184. https://doi.org/10.1016/j.compedu.2021.104184

Mei, D. (2016). Ji yu he xin su yang de ying yu xue ke ke cheng fa zhan - ke cheng mu biao yan jin de jian zhi qu xiang [The development of the English curriculum based on core competence – the value orientation of the evolution of curriculum objectives]. Ying Yu Xue Xi, 12, 6–12. https://doi.org/10.3969/j.issn.1002-5553.2016.12.002

Ministry of Education. (2014). Jiao yu bu quan mian shen hua ke cheng gai ge luo shi li de shu ren gen ben ren wu [Opinions on comprehensively deepening the curriculum reform and implementing the fundamental task of building morality and cultivating people]. People's Republic of China. http://www.gov.cn/xinwen/2014-05/16/content_2680938.htm

Ministry of Education. (2020). Jiao yu bu guan yu yin fa pu tong gao zhong ke cheng fang an he yu wen deng xue ke ke cheng biao zhun (2017 nian ban 2020 nian xiu ding) de tong zhi [General High School English Curriculum Standard (2017 Edition, 2020 Revised Edition)]. People's Republic of China. http://www.moe.gov.cn/srcsite/A26/s8001/202006/t20200603_462199.html

Nasir, M. (2012). Effects of cultural adjustment on academic achievement of international students. Journal of Elementary Education, 22(2), 95–103. http://pu.edu.pk/images/journal/JEE/PDF-Files/Article%20No.%207_V22_2_12.pdf

Oliver, R., Vanderford, S., & Grote, E. (2012). Evidence of English language proficiency and academic achievement of non-English-speaking background students. Higher Education Research & Development, 31(4), 541–555. https://doi.org/10.1080/07294360.2011.653958

Park, K. H., & Li, S. H. (2022). Influences of economic capital, cultural capital and social capital on Asian high school students' academic achievement. Journal of Educational and Social Research, 12(3), 1-11. https://doi.org/10.36941/jesr-2022-0062

Ramdiah, S., & Corebima, A. D. (2014). Learning strategy equalizing students' achievement, metacognitive, and critical thinking skills. American Journal of Educational Research, 2(8), 577–584. http://pubs.sciepub.com/education/2/8/3

Sahragard, R., Baharloo, A., & Soozandehfar, S. M. A. (2011). A closer look at the relationship between academic achievement and language proficiency among Iranian EFL students. Theory & Practice in Language Studies, 1(12), 1740–1748. https://doi.org/10.4304/tpls.1.12.1740-1748

Satorra, A., & Bentler, P. M. (2010). Ensuring positiveness of the scaled difference Chi-square test statistic. Psychometrika, 75(2), 243–248. https://doi.org/10.1007/s11336-009-9135-y

Sun, D. W. (2015). Dui gao zhong jie duan ying yu xue ke he xin su yang de zi wo ren shi [Self-understanding of the core qualities of English subjects in senior and middle schools]. Ying Yu Xue Xi, 4, 4–5. https://doi.org/10.3969/j.issn.1002-5553.2015.04.003

Tan, G. (1999). Perceptions of multiculturalism, academic achievement, and intent to stay in school among Mexican American students. Journal of Research and Development in Education, 33, 1–14. https://psycnet.apa.org/record/1999-08269-001

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938

Vrieze, S. I. (2012). Model selection and psychological theory: a discussion of the differences between the Akaike information criterion (AIC) and the Bayesian information criterion (BIC). Psychological Methods, 17(2), 228–243. https://doi.org/10.1037/a0027127

Wang, B. L. (2017). Ke cheng yu jiao xue lun [Curriculum and pedagogy] (3rd ed). Gao Deng Jiao Yu Chu Ban She.

Wang, Q. (2018). Pu tong gao zhong ying yu ke cheng biao zhun (2017 nian ban) liu da bian hua zhi jie xi [Analysis of six changes in English curriculum standards for senior high schools (2017 edition)]. Zhong Guo Wai Yu Jiao Yu, 11(2), 11–19. https://doc.paperpass.com/journal/20180004zgwyjy.html

Wang, Q., & Li, L. (2019). Tui dong he xin su yang bei jing xia ying yu ke tang jiao-xue-ping yi ti hua: yi yi, li lun yu fang fa [Integrating teaching-learning-assessment in the EFL classroom in the context of development of key competence: significance, theories and methods]. Ke Cheng·Jiao Cai ·Jiao Fa, 39(5), 114–120. https://doi.org/10.19877/j.cnki.kcjcjf.2019.05.016

Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Riverside Publishing. https://doi.org/10.1177/003435520104400407

Xia, G. M. (2018). Zuo wei ying yu xue ke he xin su yang de wen hua yi shi nei han fen xi [Analysis of cultural awaneress as a key competency of English]. Xing Yi Min Zu Shi Fan Xue Yuan Xue Bao, 4(2), 93–97. https://doi.org/10.3969/j.issn.1009-0673.2018.02.023

Yang, X. M., Mi, Q. W., Zhang, Y., & Zheng, X. D. (2022). Shu ju zhi neng shi dai yin cai shi jiao de xin fa zhan: zhu yao te zheng, xian shi tiao zhan yu wei lai qu shi [The new development of teaching in accordance with aptitude in the era of data intelligence: key characteristics, practical challenges and future trends]. Xian Dai Jiao Yu Ji Shu, 32(5), 5–13. https://doi.org/10.3969/j.issn.1009-8097.2022.05.001

Zhang, G. C. (2022). The influence of Chinese high school students' English literacy on academic achievement [Unpublished Master's dissertation]. Woosuk University.

Zhang, G. C., & Zhang, Q. Y. (2007). Ying yu quan qiu hua yu jing zhong de gao zhong ying yu wen hua jiao xue [The impact of English globalization on cultural teaching and learning in senior high school English]. Ke Cheng·Jiao Cai ·Jiao Fa, 27(6), 49–52. https://doi.org/10.19877/j.cnki.kcjcjf.2007.06.010

Zhang, L. F. (2001). Do thinking styles contribute to academic achievement beyond self-rated abilities? The Journal of Psychology, 135(6), 621–637. https://doi.org/10.1080/00223980109603724

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493