scholarly journals Aligning a University English Language Proficiency Measurement Tool with the CEFR: A Case in Malaysia

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Nurul Najwa Baharum ◽  
Lilliati Ismail ◽  
Nooreen Nordin ◽  
Abu Bakar Razali
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Assessment Tool ◽  
Continuous Process ◽  
English Language Proficiency ◽  
Measurement Tool ◽  
Language Competence ◽  
Language Proficiency Test ◽  
The University

The Common European Framework of Reference (CEFR) describes the capability of learners’ language skills at six reference levels. It is internationally recognised as the standard language proficiency framework for describing language learning, teaching and assessment. Many countries, including Malaysia, have attempted and invested tremendous efforts to adopt the CEFR as a reference for language ability at all levels of education. However, there are many ways of adopting CEFR, and it is a continuous process of alignment between curriculum and assessment. In this regard, this study is carried out to examine how a Malaysian university attempts to demonstrate this alignment by correlating the scores obtained from English language proficiency courses in the university, called the English Language Competence Score Average (ELCSA), to a CEFR-aligned English language proficiency test (Linguaskill). The results showed an overall significant positive correlation that varied in strength. The overall correlation was 0.371, a positive but weak correlation whereby the strongest correlation was seen between ELCSA and CEFR Writing score with a correlation of 0.417, which is positive and moderate in strength. Therefore, it could be identified that a score of 3.25 and 3.5 on the ELCSA can be considered equivalent to a Linguaskill score of 160 (CEFR Band B2). It could be considered that the B2 CEFR level could be subdivided into lower and higher B2. However, there is a need to correlate ELCSA with other CEFR-aligned tests and perform further revisions to the English language proficiency programme at the university to successfully benchmark the programme and its assessment tool, ELCSA, with the CEFR.

Korelasi antara Kecerdasan Emosional dan Gaya Belajar terhadap Prestasi Akademik Bahasa Inggris Taruna

2018 ◽  
Vol 1 (1) ◽  
pp. 59-68
Author(s):  
Ahmad Rossydi ◽  
Bayu Purbo Wartoyo
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
English Language Proficiency ◽  
Civil Aviation ◽  
Language Proficiency Test

Bagi seorang ATC penguasaan bahasa Inggris adalah hal yang sangat berperan terhadap pekerjaannya. Sebelum menjadi seorang ATC, calon ATC harus mengikuti tes kecakapan berbahasa Inggris (ICAO English Language Proficiency Test) dan diwajibkan memperoleh level yang telah ditentukan oleh International Civil Aviation Organisatiton (ICAO), yaitu organisasi internasional yang mengatur penerbangan di dunia. Level yang ditentukan untuk seorang ATC sesuai dengan Annex 1 tentang Personnel Licensing yang menyatakan bahwa level minimum untuk persyaratan menjadi seorang ATC adalah level 4. Dalam penelitian ini, penulis membagi menjadi enam bagian, yaitu metode dan desain penelitian, populasi dan sampel, instrument penelitian, prosesedur pengumpulan data, dan teknik analisa data. Metode yang digunakan dalam penelitian ini adalah korelasi. Korelasi antara kecerdasan emosi, gaya belajar, dan prestasi akademik bahasa Inggris taruna tingkat III ATKP Makassar. Tujuan Penelitian ini adalah untuk Memberikan informasi deskriptif tentang korelasi antara kecerdasan emosional, gaya belajar terhadap prestasi akademik bahasa Inggris, taruna tingkat III ATKP Makassar.  Hasil penelitian diperoleh hasil yang signifikan antara antara kecerdasan emosional, gaya belajar terhadap prestasi akademik bahasa Inggris, taruna tingkat III ATKP Makassar.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals Editorial

2014 ◽  
Vol 37 (3) ◽  
pp. 190-197 ◽  
Author(s):  
Ingrid Piller
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Social Order ◽  
Social Inclusion ◽  
English Language ◽  
Equal Opportunity ◽  
Linguistic Diversity ◽  
English Language Proficiency ◽  
Editorial Introduction ◽  
Original Research

This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity.

scholarly journals An Indonesian EFL Student’s Perception and Experiences in repeating English Language Proficiency Test

2021 ◽  
Vol 4 (2) ◽  
pp. 1724-1729
Author(s):  
Wolter Parlindungan Silalahi ◽  
Friska Ria Sitorus
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Standardized Test ◽  
Positive Impact ◽  
Failure Process ◽  
Study Participant ◽  
Phenomenological Approach ◽  
English Language Proficiency ◽  
Language Proficiency Test

This work aims to investigate an Indonesian EFL student’s perceptions and experiences in repeatedly doing standardized English language proficiency test: TOEIC (Test of English for International Communication) and TOEFL (Test of English as a Foreign Language). This standardized test has a significant role in the academic and professional lives of students (Anam, 2019); it contributes positively to students’ language proficiency and their future employment if they have higer and valid score in the test (Hsieh, 2017). This present study interviewed an Indonesian EFL student at a National University in Taiwan running an international program. The study participant passed the exam, but she did it repeatedly before she could pass it. This study used a qualitative phenomenological approach with an in-depth interview. The relevant findings illustrate that the participant reveals the reasons for failing the test: lack of self-awareness, lack of self-confidence, and the distance of the test venue from her dormitory. On the contrary, she passed the test by doing online simulation exam individually and modifying her study skills while preparing for the test. The failure process had a positive impact on her in making her to know her ability.

The discursive (mis)representation of English language proficiency

2020 ◽  
pp. 1-28
Author(s):  
Agnes Bodis
Keyword(s):  
Social Media ◽  
International Students ◽  
Language Learning ◽  
International Education ◽  
Critical Discourse Analysis ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Media Representation ◽  
The Media

Abstract International education constitutes a key industry in Australia and international students represent a third of university students at Australian universities. This paper examines the media representation of international students in terms of their English language proficiency. The study applies Critical Discourse Analysis to the multimodal data of an episode of a current affairs TV program, Four Corners, and social media comments made to the episode. Using Social Actor Analysis, the study finds that the responsibility for declining standards at universities is assigned to international students through representations of their language use as problematic. This is supported by the visual representation of international students as different. By systematically mapping out the English-as-a-problem discourse, the paper finds that the media representation of language proficiency and language learning is simplistic and naïve and the social media discussion reinforces this. This further contributes to the discursive exclusion of international students.

ROLE OF STUDY SKILLS IN IMPROVING ENGLISH LANGUAGE LEARNING PROCESS

2020 ◽  
pp. 32-37
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Study Skills ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Teaching ◽  
Extensive Reading ◽  
Object A ◽  
Spoken English ◽  
Smart Learning

This study aims at finding out inadequate English Language Proficiency in spoken English. Apart from study skills verbal blows appear mightier than the physical ones. Not just the words both written and spoken have acquired a significantly crucial and an almost decisive force in contemporary times. Essentially, ours is a society which moves on the wheels of communication though it is only a means and not the end. In English language teaching ( ELT) especially, when English is connected to class room teaching (CRT ) .Self endeavour plays a very significant role in engrossing the attention and attitude of the students. A student has to incorporate a variety of skills as dictionary, thesaurus, encyclopedia, extensive, reading, Exploration, four language skills (LSRW), , dialogue writing, note making, note taking, report writing, email etiquette are part in improving one's English language proficiency effectively. To achieve this object, a lot of reference work has to be done by the students effectively. Since language is acquired only proper self-efforts by the students and learners, study skills will back up the knowledge of understanding a language. When understanding sounds in English, it is easier to improve the accuracy in pronunciation. Learning a language is quite different from teaching any language like English. As English language has a peculiar in its diction of usage, word stress, sentence stress and intonations, keeping attention on them is very important. For improving proficiency, the way we study should be designed and challenged to the present era. Ancient teaching methods, approaches, techniques will be replaced by latest modern smart communication approaches and strategies. For smart learning of study Skills, several factors have been contributed to the adoption of new trends in ELT for improving a learner as adept in English language proficiency. This paper also includes some quick tips on how to teach study skills. It has also been discussed the good study techniques.

Language testing and technology: problems of transition to a new era

ReCALL ◽  
2008 ◽  
Vol 20 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Patricia Dooey
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Test Validity ◽  
Language Testing ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
Technological Advances ◽  
Wide Range ◽  
Computer Based

AbstractTechnological advances have revolutionised methods of both teaching and testing in languages, and practitioners have eagerly embraced the opportunity to provide more innovative ways of doing this. The unique features offered by technology make it increasingly possible to test for a wide range of language skills required for a specific purpose. With the increasing need to test for English language proficiency and the importance placed on this facility, technology is being utilised to address issues of practicality, speed and efficiency. However, such advantages should not be embraced without due consideration for the essential qualities of any test; validity and reliability. With the inevitable shift towards computer-based testing, certain areas need special consideration. While computer-based tests can provide constructive diagnostic information to complement the language learning process, they should be used more selectively in other contexts, for example in high-stakes tests, examples of which are International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL). These tests provide an assessment of English language proficiency, a key component of university admissions criteria. This paper examines a number of issues related to the design and application of computer-based tests, with particular reference to construct validity, computer familiarity and practicality. It is recommended that in the short term at least, test-takers be offered the choice of test medium in the interests of fairness and equity.

scholarly journals Enriching Cognizance at the Tertiary Level Students During Transition

2018 ◽  
Vol 7 (4.36) ◽  
pp. 665
Author(s):  
K. Jeyagowri ◽  
R. Abilasha ◽  
M. Ilankumaran
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Educational Background ◽  
Cognitive Skill ◽  
English Language Proficiency ◽  
Tertiary Level ◽  
College Level ◽  
Learning Skills

English language, as a global lingua franca, has its own respect and importance throughout the world. It is considered to be the shrine of knowledge. It is significant to acquire the English language proficiency, to be placed in good jobs. Though every college gives prime importance to English language, unfortunately most of the students fail to acquire good command over the language. In certain cases, students have the poor ability to comprehend learning at the college level because of their different educational background or capability. There are certain hurdles that affect the students from learning the language. Cognizance is an important component of the tertiary level students. Enriching cognizance of students refers to how the learners develop their knowledge in order to get a better idea of learning, awareness of the language skills they notice, and the observation of language learning. The objective of cognizance is to provide more knowledge to students. It promotes self-motivation of the students and enhances their basic skills of learning. Cognitive skill develops the student’s learning skills, notice, recollection and thoughts. This article deals with how cognizance in language learning is developed and thereby to sharpen their skills of learning. Furthermore, this paper analyses the causes and effects of the students’ transitional dilemma at the tertiary level in acquiring language efficacy. It offers some ideas and results based on the problems among the students in attaining the fluency in communication through developing cognition skills. Moreover, the study proposes to help the students to achieve the objective of education.   

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