MUET as a predictor of academic achievement in ESL teacher education
One of the indicators of English language proficiency used by Malaysian public universities is the Malaysian University English Test (MUET). This study seeks to examine whether MUET is an accurate predictor of academic performance of a group of English teacher education students. The participants fo...
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| Format: | Article |
| Language: | English |
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Penerbit UKM
2013
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| Online Access: | http://journalarticle.ukm.my/6046/ http://journalarticle.ukm.my/6046/1/2225-4403-1-SM.pdf |
| _version_ | 1848811021647478784 |
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| author | Juliana Othman, Abu Bakar Nordin, |
| author_facet | Juliana Othman, Abu Bakar Nordin, |
| author_sort | Juliana Othman, |
| building | UKM Institutional Repository |
| collection | Online Access |
| description | One of the indicators of English language proficiency used by Malaysian public universities is the Malaysian University English Test (MUET). This study seeks to examine whether MUET is an accurate predictor of academic performance of a group of English teacher education students. The participants for this study consisted of 111 first and second year students who were enrolled in a B. Ed Teaching English as a Second Language (TESL) program at a local public university. A general linear multivariate regression was conducted using the SPSS for the overall score of the MUET together with their scores on each of the test components and the students CGPA (Cumulative Grade Point Average). The analysis was carried out to identify important predictors of academic achievement by correlating each of the independent predictor variables with each other as well as with the academic achievement criterion. The results of the multiple regression analysis revealed that reading and listening components were significant predictors of students’ academic achievement. These findings seem to indicate that the different components of the MUET can be used to predict students’ academic performance more accurately than the overall MUET score itself. However, there is a need for continuing predictive validity studies in different contexts. Context specific studies are important as they provide empirical evidence and contribute to an increasing literature on the relevance of MUET in higher education settings. |
| first_indexed | 2025-11-14T23:39:47Z |
| format | Article |
| id | oai:generic.eprints.org:6046 |
| institution | Universiti Kebangasaan Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T23:39:47Z |
| publishDate | 2013 |
| publisher | Penerbit UKM |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | oai:generic.eprints.org:60462013-03-19T04:01:18Z http://journalarticle.ukm.my/6046/ MUET as a predictor of academic achievement in ESL teacher education Juliana Othman, Abu Bakar Nordin, One of the indicators of English language proficiency used by Malaysian public universities is the Malaysian University English Test (MUET). This study seeks to examine whether MUET is an accurate predictor of academic performance of a group of English teacher education students. The participants for this study consisted of 111 first and second year students who were enrolled in a B. Ed Teaching English as a Second Language (TESL) program at a local public university. A general linear multivariate regression was conducted using the SPSS for the overall score of the MUET together with their scores on each of the test components and the students CGPA (Cumulative Grade Point Average). The analysis was carried out to identify important predictors of academic achievement by correlating each of the independent predictor variables with each other as well as with the academic achievement criterion. The results of the multiple regression analysis revealed that reading and listening components were significant predictors of students’ academic achievement. These findings seem to indicate that the different components of the MUET can be used to predict students’ academic performance more accurately than the overall MUET score itself. However, there is a need for continuing predictive validity studies in different contexts. Context specific studies are important as they provide empirical evidence and contribute to an increasing literature on the relevance of MUET in higher education settings. Penerbit UKM 2013-02 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/6046/1/2225-4403-1-SM.pdf Juliana Othman, and Abu Bakar Nordin, (2013) MUET as a predictor of academic achievement in ESL teacher education. GEMA: Online Journal of Language Studies, 13 (1). pp. 99-111. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/gemahome.html |
| spellingShingle | Juliana Othman, Abu Bakar Nordin, MUET as a predictor of academic achievement in ESL teacher education |
| title | MUET as a predictor of academic achievement in ESL teacher education |
| title_full | MUET as a predictor of academic achievement in ESL teacher education |
| title_fullStr | MUET as a predictor of academic achievement in ESL teacher education |
| title_full_unstemmed | MUET as a predictor of academic achievement in ESL teacher education |
| title_short | MUET as a predictor of academic achievement in ESL teacher education |
| title_sort | muet as a predictor of academic achievement in esl teacher education |
| url | http://journalarticle.ukm.my/6046/ http://journalarticle.ukm.my/6046/ http://journalarticle.ukm.my/6046/1/2225-4403-1-SM.pdf |