Prediction of English as foreign Language courses’ grades

Abstract EN

The grade point average (GPA) of students in their English as a foreign language (EFL) course plays an essential role in the educational and vocational careers.

These grades also influence the curriculum design and program policy of EFL.

This study uses Ajzen’s theory of planned behavior (TPB) model to predict the grades EFL students would receive at the end of the semester.

A mixed-method questionnaire based on TPB was designed for 380 students who are taking prerequisite EFL courses at a university in Saudi Arabia.

The questionnaire was distributed among the students at the beginning of the semester, whereas their grades were collected after the semester.

The data were analyzed quantitatively and qualitatively.

Results corroborate that Ajzen’s theory fits the obtained data.

The learners’ intentions to achieve high or low course grades were remarkably affected by the attitudes of the students and the important people around the learners.

Therefore, the attitudes of the relatives and friends of students are important in collectivist cultures like Saudi Arabia.

The participants’ grades were also slightly affected by their intention and selfefficacy beliefs.

Meanwhile, qualitative results identified other important factors that influence learners’ grades (e.g., cognitive, curriculum, students’ responsibilities, motivation, teaching, awareness, and testing factors).

Thus, additional factors must be included in future models that predict learners’ grades for a considerable effect size.

Researchers should also employ quantitative and qualitative methods to improve their understanding and perspective of the situation.