Language Proficiency and Academic Achievement of Iranian EFL Learners

      This research attempts to investigate the effect of the English language test of the University Entrance Examination (UEE) in predicting the academic achievement of Iranian EFL learners. To achieve this goal, Isfahan, Tabriz, Mashhad, Shiraz and AllamehTabatabaeiUniversities were randomly selected. Then, the scores of the English majors admitted to those universities were collected from the aforementioned universities. Subsequently, the scores of special courses were included and the scores of the general ones such as theology, Ethics, etc. were excluded. Afterwards, the English scores of the learners were obtained from the Educational Testing Measurement (ETM) to investigate the relationship between the set of scores from the ETM and their achievements at the aforementioned universities. The results showed significant relationships between the UEE scores and the academic achievement in all fields of the study when quota (Q) six was included. However, in the same fields of study when Q six was excluded, the observed correlation was rather low except for the scores of the English majors in ShirazUniversity. It was also discovered that the correlation observed between the two sets of scores of the English majors in MashhadUniversity did not reveal significant relationships when Q six was excluded.