Sentence examples for proficiency and performance from inspiring English sources

With such a small sample size, any attempt to generalise about the relationship between specific degree of language proficiency and performance in the debates would have been flawed.

Further, this positive relationship exists across nearly all immigrant groups, showing that linguistic acculturation is pervasive and important in developing and assisting children's language proficiency and performance in Swedish class/test.

Although relatively few studies have dealt with this issue, research from second language speakers seems to suggest a negative correlation between speaker proficiency and performance variability [e.g., Nip and Blumenfeld (2015)].

The relationship between proficiency and performance in a complex multiple-choice item is in fact remarkably direct.

Reasons for discordance between laboratory HER2 results are complex and include differences in laboratory proficiencies and performances as well as interpretation of HER2 testing results.

This study explores the relationship between vocabulary knowledge, written Academic English proficiency and academic performance of EFL students in Oman.

This in turn suggests that measures of vocabulary knowledge could predict written AEP proficiency and academic performance.

Defining speaking anxiety as the fear of oral use of the language, Wilson (2006, Anxiety in learning English as a foreign language: Its associations with student variables, with oral proficiency, and with performance on an oral test, unpublished).

The other half of the 10percentt goes for closing the gap between 100percentt proficiency and the performance of a newly created "super-subgroup," which is an unduplicated count of students who are in special education, economically disadvantaged and English language learners.

The motivation for this study is to examine the relationship between vocabulary recognition knowledge, written academic English proficiency, and student academic performance in an English medium institution in an expanding-circle context for Arabic L1 users.

Research findings consistently indicate that these differences in cognitive structures and processes impact on proficiency and quality of task performance (Chi 2006).