{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/17870"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/17870","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"English proficiency testing and the prediction of academic achievement","abstract":"The study investigates the ability of English proficiency tests (1) to measure levels of English proficiency among learners who have English as the medium of teaching and learning, and (2) to predict long-term academic achievement (Grade 7 to Grade 12). The tests are \"discrete-point\" tests, namely, error recognition and grammar tests (both multiple-choice tests), and \"integrative\" tests, namely, cloze tests, essay tests and dictation tests. The sample of subjects consists of two groups: (1) those taking English as a First Language subject and those taking English as a Second Language subject. 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