InterventionProgram.PDF

J ournal of University Teaching Learning Practice Volume 14 | Issue 1 Article 15 2017 Using PELA to Predict International Business Students’ English Writing Performance with Contextualised English Writing Workshops as Intervention Program Caroline Wong J ames Cook University Si ng ap ore, caroline.wong@.au Nimrod Lawsin Delante J ames Cook University Si ng ap ore, nimrod030582@ Pengji Wang J ames Cook University Si ng ap ore, pengji.wang@.au Follow this and additional works at : .au/jutlp Recommended Citation Wong, Caroline; Delante, Nimrod Lawsin; and Wang, engji, Using PELA to redict International Business Students’ English Writing erformance with Contextualised English Writing Workshops as Intervention rogram, J ournal of University Teaching Le arning P ractice, 14(1), 2017. Available at :.au/jutlp/vol14/iss1/15 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@.au Using PELA to Predict International Business Students’ English Writing Performance with Contextualised English Writing Workshops as Intervention Program Abstract This study examines the effectiveness of ost-Entry English Language Assessment (PELA) as a predictor of international business students’ English writing performance and academic performance. An intervention involving the implementation of contextualised English writing workshops was embedded in a specific business subject targeted at students who performed poorly on the PELA . The results reveal that PELA i s a better predictor of students’ English writing performance and academic performance than their own perceptions of their English language skills, and the contextualised English writing workshops proved to be a worthwhile intervention. Students with low scores on the PE