Using an Estimate of Language Ability for Making Pass-or-Fail Decisions at an Intensive English Program in Saudi Arabia

Mohammed Shuaib Assiri

doi:10.5539/ijel.v9n3p347

Abstract

The pass-or-fail decisions at an intensive English program in Saudi Arabia are often based on assumptions as to whether the learner has passed in all language skills. For instance; if a learner fails in one skill, he is treated as if he failed in all skills. Scores that sum up skill scores or average them out are marginalized in the making of a pass-or-fail decision. Learners who fail in one or two skills, usually have to repeat the whole course of study at the levels they were attending. Hence, the current study aims to prove the adequacy of reporting total average scores along with individual skill scores and using them to decide whether a learner should pass or fail. It employed score data from 644 learners&rsquo; score reports at an intensive English program in Saudi Arabia. The results of factor analysis, linear regression, and correlation tests revealed that a total average score could serve both as an accurate estimate of language ability and as a basis on which a pass-or-fail decision could best be made. The study report concludes with practical implications that can go hand in hand with the implementation of such a research finding. &nbsp;

Highlights

In an intensive English program that is part of a public institute in Saudi Arabia, learners study at four levels of language proficiency: preparatory, elementary, intermediate, and advanced
The pass-or-fail decisions at an intensive English program in Saudi Arabia are often based on assumptions as to whether the learner has passed in all language skills
The current study aims to prove the adequacy of reporting total average scores along with individual skill scores and using them to decide whether a learner should pass or fail

Summary

Introduction

Learners are assessed by means of two short quizzes, one midterm test, and a final exam. Besides such modes of summative assessment, learners are assessed using formative modes that primarily comprise homework and participation. A score out of 100 is assigned to each of the reading, writing, and grammar skills in addition to a combination of the oral and listening skills (60 & 40 respectively). As such, these skills are labeled as the four-skill components throughout this report. This is to say that a score that sums up skill scores or averages them out is not included in the score report

Methods

Results

Discussion

Conclusion