Conventional language learning theory, which holds that learning outcomes are solely associated with learners’ competencies, has begun to be disputed in the dynamic learning environment. This study used English learners’ academic characteristics from the 2014 cohort in a private university in Shanghai, China, to explore the relationship between language learners’ academic characteristics and their learning outcomes in a national standardized English examination. Via the collection of extant data, 3,580 cases were included for logistic and multiple regression analysis. Results showed factors associated with English learning are the NCEE English score, the number of tests taken by students, provincial origin, gender, and major. These indicators all affected the odds of students’ passing the CET-4, as well as the highest scores they could receive. However, studies lent some support to indirect effect between English academic performance and some demographic factors. These findings suggest future Chinese researchers could focus on multidimensional measures to better describe the characteristics of students from the private sector, research designs that reveal more complex contexts and potential comparative studies, and further integration of interdisciplinary research.
","abstract_html":"<p>Conventional language learning theory, which holds that learning outcomes are solely associated with learners’ competencies, has begun to be disputed in the dynamic learning environment. This study used English learners’ academic characteristics from the 2014 cohort in a private university in Shanghai, China, to explore the relationship between language learners’ academic characteristics and their learning outcomes in a national standardized English examination. Via the collection of extant data, 3,580 cases were included for logistic and multiple regression analysis. Results showed factors associated with English learning are the NCEE English score, the number of tests taken by students, provincial origin, gender, and major. These indicators all affected the odds of students’ passing the CET-4, as well as the highest scores they could receive. However, studies lent some support to indirect effect between English academic performance and some demographic factors. These findings suggest future Chinese researchers could focus on multidimensional measures to better describe the characteristics of students from the private sector, research designs that reveal more complex contexts and potential comparative studies, and further integration of interdisciplinary research.</p>","abstract_has_math":false,"creators":["Yu, Feijun"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dr. Meghan E. Cosier","Dr. Ryan M. Allen","Dr. Jillian Wood"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-08-01T07:00:00Z","date_published":"2021-08-01T07:00:00Z","updated_at":"2026-07-24T01:38:16Z","subjects":["CET-4","private education","academic characteristics","academic success","Bilingual, Multilingual, and Multicultural Education","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.chapman.edu/education_dissertations/46","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Meghan E. Cosier","Dr. Ryan M. Allen","Dr. Jillian Wood"]},{"key":"dc:creator","label":"Author","values":["Yu, Feijun"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-08-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["CET-4","private education","academic characteristics","academic success","Bilingual, Multilingual, and Multicultural Education","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.chapman.edu/education_dissertations/46"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Conventional language learning theory, which holds that learning outcomes are solely associated with learners’ competencies, has begun to be disputed in the dynamic learning environment. This study used English learners’ academic characteristics from the 2014 cohort in a private university in Shanghai, China, to explore the relationship between language learners’ academic characteristics and their learning outcomes in a national standardized English examination. Via the collection of extant data, 3,580 cases were included for logistic and multiple regression analysis. Results showed factors associated with English learning are the NCEE English score, the number of tests taken by students, provincial origin, gender, and major. These indicators all affected the odds of students’ passing the CET-4, as well as the highest scores they could receive. However, studies lent some support to indirect effect between English academic performance and some demographic factors. These findings suggest future Chinese researchers could focus on multidimensional measures to better describe the characteristics of students from the private sector, research designs that reveal more complex contexts and potential comparative studies, and further integration of interdisciplinary research.
"]},{"key":"dc:source","label":"Dc Source","values":["Yu, F. (2021). Do academic characteristics predict Chinese private university students’ success in English language testing? [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000310"]},{"key":"dc:title","label":"Title","values":["Do Academic Characteristics Predict Chinese Private University Students’ Success in English Language Testing?"]}]}],"canonical_facts":{"dc:contributor":["Dr. Meghan E. Cosier","Dr. Ryan M. Allen","Dr. Jillian Wood"],"dc:creator":["Yu, Feijun"],"dc:date.available":["2023-08-10T07:00:00Z"],"dc:description.abstract":["Conventional language learning theory, which holds that learning outcomes are solely associated with learners’ competencies, has begun to be disputed in the dynamic learning environment. This study used English learners’ academic characteristics from the 2014 cohort in a private university in Shanghai, China, to explore the relationship between language learners’ academic characteristics and their learning outcomes in a national standardized English examination. Via the collection of extant data, 3,580 cases were included for logistic and multiple regression analysis. Results showed factors associated with English learning are the NCEE English score, the number of tests taken by students, provincial origin, gender, and major. These indicators all affected the odds of students’ passing the CET-4, as well as the highest scores they could receive. However, studies lent some support to indirect effect between English academic performance and some demographic factors. These findings suggest future Chinese researchers could focus on multidimensional measures to better describe the characteristics of students from the private sector, research designs that reveal more complex contexts and potential comparative studies, and further integration of interdisciplinary research.
"],"dc:identifier":["https://digitalcommons.chapman.edu/education_dissertations/46"],"dc:source":["Yu, F. (2021). Do academic characteristics predict Chinese private university students’ success in English language testing? [Doctoral dissertation, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000310"],"dc:subject":["CET-4","private education","academic characteristics","academic success","Bilingual, Multilingual, and Multicultural Education","Educational Leadership"],"dc:title":["Do Academic Characteristics Predict Chinese Private University Students’ Success in English Language Testing?"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T01:38:16Z"}