Abstract
Two studies are presented here that examine the lexical facility measures as predictors of individual differences in performance in two domains of academic English. Study 6 investigates the lexical facility measures as predictors of English for Academic Purposes course grades in an Australian university foundation-year course, and Study 7 as predictors of grade point average (GPA) in the same program. In addition, findings from other studies that have also examined lexical facility as a predictor of GPA are discussed.
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Notes
- 1.
The false-alarm data do not meet normality assumptions, as some participants have few or no false alarms.
- 2.
Independent t-tests showed that all of the differences were statistically significant (two-tailed): for the VK scores: t (143) = 4.19, p < 0.001, d = 0.69; for mnRT: t (143) = 2.93, p = 0.004, d = 0.49; and for CV: t (143) = 3.03, p = 0.003, d = 0.51.
- 3.
Namely independence of observations (residuals), no outliers, noncollinearity, and normally distributed residuals.
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Harrington, M. (2018). Lexical Facility and Academic Performance in English. In: Lexical Facility. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-37262-8_10
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DOI: https://doi.org/10.1057/978-1-137-37262-8_10
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