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A Study of Undergraduates’ Attitude toward the Evaluation of English Proficiency Test for College Graduates

Wan-yu [email protected]

http://140.127.60.124/engstu/writing-j9/frameset37.htmhttp://140.127.60.124/engstu/writing-j9/survey/survey-80.htm

National Kaohsiung Normal University

It turns worse that average non-English-major college students drop off their English proficiency these years.

Aim to promote English proficiency of college students by setting the standard of English proficiency test for college graduates.

Introduction

Rationale on English Proficiency

Tests 1. English proficiency test is designed to assess

English-language skills in academic settings…the test integrates all four components of language skills ,including listening, reading, writing and speaking, to help learners build the skills and confidence needed to communicate effectively in academic environments.

(Pearlman,2005 )

2. Language tests are primarily tools…deeply embedded in culture, educational and political arenas, where different ideological and social forms struggle for dominance.

(Shohamy,2001)

General Standard for the Evaluation of English Proficiency Tests

• The reflection of the fad of GEPT

• The importance of TOEFL for English majors

• An appropriate English-learning program for non-English majors

• How to set up the standard of the evaluation

Percentile Ranks for TOEFL CBT Scores---Graduate

Level StudentsTotal Scale

Score

(Listening, Reading,

Writing)

Percentile Ranks

300

280

260

240

200

180

160

0

94

79

60

41

27

16

Popular English Proficiency Test Programs

• GEPT (General English Proficiency Test)

• TOEFL (Test of English as a Foreign Language )

• TOEIC (Test of English for International Communication )

• GRE (Graduate Record Examinations )

Questions• How is average college students’

English proficiency ?

• Do they think such standard should be distinguished between English and non-English majors?

• How do they think about the English courses offered by school?

Methodology

• Subjects ( 受試者 )

21Total

165Sum

FemaleMaleSubjects

2. Instrument: A Questionnaire

3. Study Procedures

4. Data Analysis: Descriptive Statistics (Frequency)

Study Procedures

Ask 20 college students to answer the questionnaire

Deign a questionnaire

Collect the data and

run statistical programs

Compose slides for

a presentation

Table 1 College students’ responses to the evaluation of their English proficiency

Results and DiscussionsResults and DiscussionsResults and DiscussionsResults and Discussions

21100%

29%

00%

628%

942%

419%

4. I think good English proficiency is necessary for a college

graduate.

21100%

00%

314%

419%

838%

628%

3. I think English is important for me to gain competence.

% of Total

21100%

14%

00%

14%

628%

1361%

2. Have you got the certification of any English proficiency tests ?

% of Total

21100%

00%

838%

733%

29%

419%

1. I do well on the English exam of JCEE.

% of Total

TotalSDDNASAItem

More than half of college students haven’t got a certificate from popular English proficiency test programs.

Results and DiscussionsResults and DiscussionsFrom the statistical results of Table 1, the subjects’ responses to the items the evaluation of thei

r English proficiency

In their responses to Item 1, 71% of the subjects (38% for disagree and 33% for neutral) to the item “ I think that most students don’t do well on their English test of JCEE. However, it may not be necessary to say that those who don’t perform well on that exam have low-level English proficiency.

In their responses to Item 2, 89% of the subjects (61% for no-answer and 28% for GEPT test) to the item “I think that most students don’t concern a lot about their English proficiency because they pay less attention to test their English ability.

As to their responses to Item 3, 66% of the subjects (28% for strongly agree and 38% for agree to the item. Most students agree the importance of English. Thus, I can postulate that they all agree to enhance their English proficiency. They are expected to be motivated to this respect of analysis.

As to their responses to Item 4,70% of the subjects (42% for agree and28% for neutral) to the item. It is obvious that most students are ardent to enhance their English proficiency.

Accordingly, it shows that from most of the subjects, the average college students have low or middle level of English proficiency but are willing to enhance their English ability in college. Thus, it implies that the English courses in college play important role to help students improve their English and motivate them.

Table 2 College students’ responses to the standard for the evaluation of English proficiency test


21100%

14%

14%

523%

1047%

419%

8. I think the establishment of the standard will encourage me to enhance my English proficiency.

% of Total

21100%

00%

314%

314%

523%

1047%

7. Which test do you think is the best alternative for the standard of English proficiency test for college students?

% of Total

21100%

00%

733%

29%

942%

314%

6. The standard of English proficiency tests should be different for English majors and non-English majors. % of Total

21100%

14%

419%

29%

1152%

314%

5. I think the standard of English proficiency test will be a supplement

to the quality of college graduates. % of Total

TotalSDDNASAItem

More than half of the college students agree or strongly agree to these four items.

Still some students

disagree with the statements.

Results and DiscussionsResults and DiscussionsFrom the statistical results of Table 2, the subjects’ responses to the item about the standard fo

r the evaluation of English proficiency test In their responses to Item 5, 71% of the subjects (52% for agree and 19% for disagree) to the ite

m “ Although most students consent to the standard’s supplement to enhance college students’ abilities, some may think there is no direct connection between their own abilities and their English proficiency. After all, their expertise in specific area that accounts. English may be thought of only a tool for communication.

In their responses to Item 6, 75% of the subjects (42% for agree and 33% for disagree) to the item “As to the standard of the English proficiency test for college graduate, students have two different opinions. Thus, if the school plans to set up this standard, the authority must collect opinions in terms of different perspectives and do cautious assessment.

As to their responses to Item 7, 70% of the subjects (47% for TOEFL and 23% for GEPT) to the item “Form this result, we can see the definite influence and credibility on TOEFL and GEPT as to English tests. Thus, schools can regard both tests as the model and take them into consideration as the standard of English proficiency test for college graduates.

As to their responses to Item 8, 47% is for agree. It is a positive viewpoint for the establishment of the standard of English proficiency test for college students.

To sum up, from the four subjects, most students agree to set up the standard for college graduates with one premise that the authority must previously do fair assessment.

Table 3 College students’ responses to English courses offered by school


21100%

29%

314%

838%

733%

14%

12. I would be afraid that I couldn't graduate because of failing to reach the standard. % of Total

21100%

419%

523%

628%

628%

00%

11. I would like to go to cram schools to improve my English ability.

% of Total

21100%

00%

29%

419%

628%

942%

10. I don't satisfy English courses in school because...

% of Total

21100%

00%

733%

733%

523%

29%

9. The English courses in schools help me a lot get the certificate of GEPT.

% of Total

TotalSDDNASAItem

More than half of the college students don’t satisfy with the English courses offered by school.

Results and DiscussionsResults and DiscussionsFrom the statistical results of Table 3, the subjects’ responses to the items English courses offered by school

In their responses to Item 9, 66% of the subjects (33% for neutral and 33% for disagree) to the item “It shows that most students don’t satisfy with English courses offered by school.

In their responses to Item 10, 70% of the subjects (42% for the low quality of the courses and 28% for the less variety of the courses) to the item “Students’ dissatisfaction for the courses can be a drive for school to modify its course design.

As to their responses to Item 11, 56% of the subjects (28% for agree and 28% for neutral) to the item “Since students don’t satisfy with English courses in school, they are willing to spend money improving their English proficiency in the cram schools.

As to their responses to Item 12, 71% of the subjects (33% for agree and 38% for neutral) to the item. “It proves that most students have anxiety or fear for the establishment of the standard. But, since they all agree this standard can help motivate them to study English, still 38% of students keep neutral attitude.

It shows that students have little confidence in their English proficiency. They may attribute this fact to the poor design of English courses in school so that they may turn to cram schools for help. However, the authority in school should also concern their dissatisfaction. After all, no defects, no complaint. There must be some problems in the design of courses. Thus, I think school should adjust the English courses before setting up the standard for the graduates.

Results and DiscussionsResults and Discussions To illustrate, some extracts of the subjects show the positive

responses to With or without a standard of English proficiency tests for college graduates?

“it would encourage students to put emphasis on their English ability.” “I think it is a way to improve our abilities of competitiveness.” “English is essential to people from all walks of life no matter what their

majors are.”

In conclusion, most students agree with the evaluation of the standard for English proficiency test set up for college graduates because this establishment will motivate students to study English hard and sense the importance of English for their edges. However, from my research, I find that still other students adopt negative attitude to this standard because the poor design of English courses in school. Thus, I believe if the authority in school tries to adjust the courses design and has cautious as well as accurate assessment beforehand, all students will be glad to see the standard imposed on them. After all, this standard indeed help students enhance their abilities not only in English but in their expertise.

Conclusions• Most college students didn’t perform well

on average English tests but have certain motivation to learn English.

• Most students agree to set up the standard for college graduates with one premise that the authority must previously do fair assessment.

• Most students don’t satisfy with English courses in school and may turn to cram schools for help.

ImplicationsSchool authority should take students’ opinions into consideration and tries to modify the poor design of English courses.

The authority should make assessment for the standard in panoramic perspectives before the establishment of the standard.

Students are expected to provide more opinions about the standard for school to improve the criterion of the standard.

Popular English tests such as TOEFL and GEPT are ideal choices to be set as the standard.

SuggestionsResearchers can also investigate that how students prefer to TOEFL or GEPT systems as the standard.

Researchers can ask not only students but also English professors to do this questionnaire in order to collect more reliable data.

Design two different questionnaires with the same topic for English and non-English majors in order to gain more specific and precise responses.

A Questionnaire and Statistics of Undergraduates’ Attitude toward the Evaluation of English Proficiency Test for College Graduates

January 10, 2006

To Whom It May Concern:

What do you think about the idea that a standard of English proficiency test is established to evaluate the qualification of college graduates? Will it boggle the mind with this standard? or You think it is a must? Please answer the following questions to examine your attitude. ^ ^

Wan-yu Fang

Name: _____________ No.:__________ Gender: ____ Age: _______ Occupation: ( ) a. Teaching ( ) b. Customer ( ) c. Others (______________)

Appendix

Item

VeryAgree Agree

Neutral Dis-Agree

VeryDisagree

1. I do well on the English exam of JCEE.

4

2

7

8

0

2. Have you got the certification of any English proficiency tests ?

13 6 1 0 1

3. I think English is important for me to gain competence.

6 8 4 3 0

4. I think good English proficiency is necessary for a college graduate. 4 9 6 0 2

5. I think the standard of English proficiency test will be a supplement to the quality of college graduates.

3 11 2 4 1

6. The standard of English proficiency tests should be different for English majors and non-English majors.

3 9 2 7 0

7. Which test do you think is the best alternative for the standard of English proficiency test for college students?

10 5 3 3 3

8. I think the establishment of the standard will encourage me to enhance my English proficiency

4 10 5 1 1

Item

Very Agree Agree

Neutral Dis-Agree

VeryDisagr

ee

9. The English courses in schools help me a lot get the certificate of GEPT.

2 5 7 7 0

10. I don't satisfy English courses in school because... 9 6 6 4 2

11. I would like to go to cram schools to improve my English ability.

0 6 6 5 4

12. I would be afried that I couldn't graduate because of failing to reach the standard.

1 7 8 3 2

Item

Very Agree Agree

Neutral Dis-Agree

VeryDisagr

ee

13. Do you agree to establish the standard as a evaluation for the quality of college graduates? Why or why not? 1) ________________________________ 2) ________________________________ 14. What do you think about the methods that can motivate non-English majors and help them reach the standard of English proficiency test ?

1) ________________________________ 2) ________________________________

Thank you ^ ^

More questions and suggestions are welcome.

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wan-yu fang [email protected] 140.127.60.124/engstu/writing-j9/frameset37.htm

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