Exposing an Uneven Playing Field: National Accreditation and Score Conversion among English Proficiency Tests

2021 ◽  
Vol 16 (2) ◽  
pp. 27-48
Author(s):  
Yong-Won Lee ◽  
YoungYu Yang
Keyword(s):  
English Proficiency ◽  
Proficiency Tests ◽  
National Accreditation ◽  
Playing Field

scholarly journals Yemeni EFL Learners’ Future Self-Images and Their Relationship to The English Language Proficiency: التصورات الذاتية المستقبلية لدى طلبة اللغة الانجليزية اليمنيين  وعلاقتها بالكفاءة في اللغة الإنجليزية

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Abdulrahim Ali Mohammad Al-Showthabi, Mohammad Abduh Ahmad A
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Data Gathering ◽  
Proficiency Tests ◽  
Ideal Self ◽  
Efl Learners ◽  
Self Image ◽  
Future Self ◽  
Academic Year

This exploratory correlational study addresses the issue of Yemeni EFL Learners’ Future Self-images, Ideal Self-images and Ought-to Self-image and their relationship to the English language proficiency, mainly, speaking and writing --fourth level students, Department of English Sana’a University of the academic year of 2017-2018. It also aims at exploring which of the two Future Self-images addressed is more evident amongst Yemeni EFL learners. In addition, the study attempts to ascertain the role of gender on Future Self-images. Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. and two Data gathering instruments were all set and validated for the purpose of the study; which were Future Self-images questionnaire (12 Ideal Self-image items & 12 Ought-to Self-image items), English proficiency (speaking & and writing) tests and two Scoring Scales. Fifty two Students (12 males and 40 females (the sample) took both the Future Self-images questionnaire and the English proficiency tests in the academic year 2017-2018. Descriptive analyses— frequencies, and, t-test for independent groups, and Pearson-product moment correlation— were utilized to analyze the data. Results show that Yemeni EFL students have higher Ought-to Self-image mean scores (3.6) than Ideal Self-image mean scores (3.04) Further, each of the two Future Self-images, Ideal Self-image and Ought-to Self-image has a bipolar direction in regard to male and female students. While, female students have higher mean Ideal Self-image scores (2.6) toward learning English, their counterpart male students have higher mean Ought-to Self-image scores (3.15). Furthermore results revealed a significant and strong relationship between Yemeni EFL learners’ ---Ideal Self-images—Ought-to Self-image-- and speaking and writing proficiency respectively and uniquely. This article ends with some recommendations and suggestions for future research.

scholarly journals The Predictive Validity of Standardized Tests and English Proficiency for Saudi Medical Students’ Performance in Biology

2019 ◽  
Vol 7 (4) ◽  
pp. 158
Author(s):  
Abdulaziz Althewini
Keyword(s):  
Student Performance ◽  
Predictive Power ◽  
English Proficiency ◽  
Admission Criteria ◽  
Proficiency Tests ◽  
First Semester ◽  
Course Grades ◽  
Average Grade ◽  
Admission Criterion ◽  
Introductory Biology Course

The study is designed to examine the predictive power of Saudi-admission criteria for student performance in an introductory biology course. It focuses on the second semester at King Saud bin Abdulaziz University for Health Sciences. The study addresses whether the General Aptitude test (GAT), the Scholastic Achievement Admission Test (SAAT), and the students’ English proficiency, taken together can accurately predict student performance in the biology course. Their English proficiency was measured by using the average grade in the intensive English courses taken in the first semester, in addition to the average grade in the reading and communication proficiency tests. The research involved the results of 250 male students in the admission criteria and biology-course grades. Simple linear and multivariate regression models are used to determine the predictive variance of each admission criterion for student success in the biology course. The results demonstrate that the admission criteria are significant predictors, but with a variance of 26.6%. The results also show that individually, GAT and SAAT are the poorest predictors, whereas the reading and communication proficiency tests were the best. The findings reveal that the predictive power of these admission criteria as a combined model is low. Additionally, more investigation is necessary to ascertain whether these criteria are also low predictors in other subjects and in overall college learning.

scholarly journals Did the 2019 One and Half-Month Boot Camp Training Enhance Rwanda Development Board (RDB) Interns’ English Proficiency?

2020 ◽  
Vol 2 (4) ◽  
pp. 22-31
Author(s):  
Gloriose Mugirase ◽  
Speciose N. Ndimurugero
Keyword(s):  
Limited English Proficiency ◽  
Quantitative Research ◽  
English Proficiency ◽  
Boot Camp ◽  
Work Readiness ◽  
University Graduates ◽  
Proficiency Tests ◽  
Validity And Reliability ◽  
Slow Learners ◽  
Readiness Skills

Employers in Rwanda have been expressing their dissatisfaction with university graduates’ low English proficiency affirming that it hindered their performance at work. Rwanda Development Board (RDB) also noticed that the English proficiency and work readiness skills of university graduates on internship in 2019 left a lot to be desired, which was an impediment to the completion of the internship and to the development of their professional skills. To enhance these graduates’ communication and work readiness skills, the Rwandan Government, through RDB, sent them to a one and half-month employability boot camp at the University of Rwanda. Therefore, this study aimed at investigating factors that hindered these interns’ development of English proficiency and at exploring whether the course helped improve their skills in this language. For the sake of validity and reliability, both qualitative and quantitative research paradigms were applied to collect and analyse the research data. Themes emerging from classroom observations and interviews were analysed inductively and figures used to interpret the trainees’ results in the entry and exit English proficiency tests. Research findings revealed that unfavorable linguistic environment, teachers limited English proficiency, and regular shifts in the medium of instruction were major impediments to the trainees' improvement of English proficiency. Findings also disclosed that the training had helped the majority of participants boost the four language macro modalities, but that more time was required for slow learners. In agreement with the findings, some recommendations were made on how to effectively support Rwandan students’ learning of English.

scholarly journals The Development of STEP, the CEFR-Based English Proficiency Test

2021 ◽  
Vol 14 (7) ◽  
pp. 95
Author(s):  
Kietnawin Sridhanyarat ◽  
Supakarn Pathong ◽  
Todsapon Suranakkharin ◽  
Amornrat Ammaralikit
Keyword(s):  
English Language ◽  
English Proficiency ◽  
Statistical Significance ◽  
Test Construction ◽  
Proficiency Tests ◽  
Validity And Reliability ◽  
Test Items ◽  
Test Specification ◽  
Content Specialists ◽  
Reference Document

This study aimed at developing the Silpakorn Test of English Proficiency (STEP), in alignment with the Common European Framework of Reference for Languages (CEFR), and in accordance with the theoretical framework established by Alderson et al. (2006). Four major steps were involved in the test construction. First, English language lecturers who served as content specialists were asked to design can-do statements presented in the CEFR. Then the specialists designed the test specification based on the can-do statements. Four skill areas: listening, semi-speaking, reading, and semi-writing were targeted as the test construct. At this juncture, the content specialists were required to write test items in accordance with the test specification. Next, the test items constructed were determined for their validity and reliability. Finally, a standard setting was carried out. The results demonstrated that the framework offered by Alderson et al. (2006) served as an effective reference document for developing the STEP. In terms of validity and reliability, the STEP was of statistical significance, that is, it could be aligned with the CEFR levels and measure test takers’ English proficiency at a specific CEFR level. The current findings provide useful insights for test developers or researchers who wish to design proficiency tests in alignment with the CEFR.

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