Abstract
While most previous studies attribute academic achievement to external and internal motivation, the present study associates academic achievement to language proficiency of EFL learners. Students’ underachievement of summative tests might be explained with their lack of English language proficiency. Students may have some gaps in the language that have been accumulated since elementary or high school. These gaps become fossilized in students’ minds if not addressed properly. In this regard, this study presents a testing method that leads to a remedial teaching program at the undergraduate level of the English studies at the Moroccan EFL University. 
 
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Highlights
Testing is one of the focal points of university education
group 1 (G1) students scored less compared to their counterparts in group 2 (G2)
Remedial teaching programs could function effectively if they meet the needs of EFL learners
Summary
Testing is one of the focal points of university education. It is considered an end and a means of measuring students’ learning behaviour at the same time (Sax, 1980). There are two major in-class tests among others in education: formative and summative tests. The former refers to the continuous assessment teachers administer in class to examine students’ progress against a learning objective. This type of test develops students’ responsibility towards their own learning (Black & Wiliam, 1998; Stiggins, 2002). On the other hand, evaluate the academic achievement that students have attained at the end of a semester or an academic year (Kibble, 2017)
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