English Achievement Test Research Articles

TEACHERS’ CONTENT KNOWLEDGE AND ATTITUDE AS PREDICTORS OF STUDENTS’ ACHIEVEMENT IN ENGLISH LANGUAGE IN SELECTED SENIOR SECONDARY SCHOOLS IN IBADAN METROPOLIS

Purpose: In spite of the fact that English language is very important in the society the performance of the students in the recent time in English language examination is not encouraging. Several factors have been mentioned as being responsible to students' inability to perform very well, such as teaching strategies and students’ attitude. This study therefore examined teachers’ content knowledge and attitude as predictors of students' achievement in English language in Ibadan Metropolis
 Methodology: Descriptive research design was adopted using forty-four (44) teachers and One thousand seven hundred and sixteen (1716) senior secondary two students selected through random sampling technique. Three research instruments were used to generate data namely: Teachers' attitude to English language teaching questionnaire, Teachers subject mastery scale and English language achievement test. The data collected were analysed using multiple regressive at 0.05 level of significance.
 Results: Findings indicated that there is a significant positive relationship between teachers' subject mastery and students' achievement (r=0.614; p<0.05). Also, there is significant positive correlation between Teachers attitude and students" achievement in English language (0.284; p<0.05). There is a composite relationship between the two independent variables and the dependent variable (academic achievement) (R =0.732). The independent variables accounted for 53.6% of the total variance in the students' academic achievement (Adjusted R2 =0.536) and this composite contribution is significant (F(2,1714) = 28.921; p>0.05. Subject mastery had significant relative contribution to achievement (β = 0.037; t=3.105, p<0.05) and teachers attitude also had significant relative contribution to achievement (β=0.102; t=4.087; p>0.05).
 Unique contribution to theory, practice and policy: It was recommended, therefore that teachers should have a good content knowledge to improve students' performance in English language and the government should make sure that teachers employed to teach at various levels of learning most possess the necessary content knowledge.

How Do EFL Learners Interact and Learn English Communication Skills during a Role-Play Strategy?

The purpose of this study was to investigate the comparative effectiveness of a role-play strategy vs. traditional learning methods in the achievement of English as a foreign language (EFL) learners to gain proficiency in communication skills. This paper reports results of an investigation on the effects of a role-play strategy in enhancing EFL students’ English communication skills when learning English as a foreign language. The current study took 2 months and used the English Achievement test and an observation timetable of communication skills with a sample of elementary school students in Saudi Arabia. The sample included 43 male pupils aged 10-13 years, at level five in an elementary government school in Al-Baha City.The results of the study show the existence of significant statistical variances between the pre- and posttest average scores of the EFL students who used role play for learning English skills, as well as those who did not use role play, hence learning English via traditional methods. The results favor the participants who used role play for learning the English language. The findings also show favorable variances for the experimental group while the pretest scores show no statistical variances among the EFL learners in the initial group and the other groups in their English skills achievement.Moreover, on the determination of the effectiveness of the role-play strategy on the improvement of the EFL learners’ communication skills, the results note a significant difference between the control and experimental conditions in terms of improving communication skills such as confirmation, repetition, imitation, and responding to other people by giving them examples, which was not available for learners in the control group. On the other hand, the participants in the control group improved their communication skills in areas such as clarification, explanation, and making statements during the application of the role-play strategy compared to their peers in the experimental group.

Öğrencilerin İngilizce Başarıları ile Öz Düzenleme ve Bireysel Yenilikçilik Düzeyleri Arasındaki İlişkinin İncelenmesi

In this study, the relationship between the Anatolian High School students’ self-regulation and personal innovativeness levels, and their success in learning English has been analyzed. Concerning the research of the learning process with prior arrangement, preliminary test - final test control grouped pattern of the experimental method has been used. As for the research of their personal innovativeness levels, scanning method has been used. Students’ success in the English class and their attitude towards the English class form the independent variables of the research. And the independent variable, the influence of which is searched for over those dependent variables, is the activities which were prepared by the researcher, using as base the learning process with self-regulation. The practice was carried out through the first term of the academic year, 2019-2020, together with the Gürlek Nakipoğlu High School’s 94 12th grade (final year) students. For the research of the learning process with self-regulation, three data collecting instruments have been used, which are English Readiness Test, English Achievement Test and English Attitude Test. The data used for the research of personal innovativeness levels were obtained through a questionnaire and a presonal innovatiness scale, developed by the researcher. At the end of the English class, which had been arranged accordingly with the learning process with prior arrangement, such findings were obtained: After the practice, it is clearly seen that the student’s success is considerably high, depending on the learning process with self-regulation in English learning. Moreover, as a result of researching their personal innovativeness levels, such findings have been reached: There is a meaningful correlation in positive direction, at medium level, between the students’ personal innovativeness levels and their success in learning English. In accordance with the findings derived from the research, several the implementers. Key words: Self-regulation, Cognitive Strategies, Personal Innovativeness, Innovativeness Categories

A Study on the Relationship Between Students’ Anxiety and Achievement in English Language Learning in EFL Classes

The main objective of this study was to examine the relationship between students’ English language learning anxiety and their English language achievement. For this purpose, 197 grade ten students were involved. The students were selected using stratified sampling technique. The instruments used to collect data were questionnaire and achievement. Then, the collected data were analyzed using quantitative methods of data analysis. The study revealed that there was statistically significant negative relationship between students’ English foreign language learning anxiety and their English achievement test result with a correlation coefficient of (r=-.194, p=>0.05). In addition, the participants of the study were found to anxious because of fear of negative evaluation, communication apprehension and test related anxieties. .The study also indicated that female students mean score was less than the mean score of male students when their anxiety levels were measured. But the independent sample t-test indicated that there is no statistically significant difference between male students and female students in their learning anxiety in EFL classrooms. However, a significant mean difference between male and female students was observed on test anxiety with (P<0.05). Therefore, this result is consistent with the findings of Tang (2005). Finally, the researchers recommended that EFL teachers should provide advice for the learners to avoid anxiety in their English language class. Keywords: Anxiety, English foreign language, achievement result, gender, anxiety level DOI: 10.7176/JLLL/86-01 Publication date: February 28 th 2022

An application of an AI chatbot automatic pronunciation scoring system to elementary school students

The present study aims to explore the effectiveness of the automatic pronunciation scoring system of a newly released AI chatbot, ‘AI Pengtalk’. This English educational application, designed by EBSe and ETRI, was distributed to public elementary schools nationwide free of charge in April, 2021. This study investigates 6th graders’ recognition of AI Pengtalk and the effects of four subscales of the pronunciation score given by AI Pengtalk: intonation; segment accuracy; utterance speed; stress and rhythm. It also examines the correlation between holistic pronunciation scores and students’ English achievement test scores. The results show that 6th graders have quite positive attitudes to AI Pengtalk, and suggest that the instant feedback of AI Pengtalk’s automatic scoring system appears to have little effect. It is also shown that the subscale stress and rhythm significantly influences the corresponding holistic pronunciation score and that the correlation between pronunciation and English achievement seems to be different according to the consisting phonemes of the specific sentences. The present study suggests that elementary students’ pronunciation can be improved by the automatic scoring system of AI chatbots. Further research is recommended with the comprehensive data collection to draw more pedagogical implications.

Test-level and Item-level Model Fit Comparison of General vs. Specific Diagnostic Classification Models: A Case of True DCM

The current study compared the model fit indices, skill mastery probabilities, and classification accuracy of six Diagnostic Classification Models (DCMs): a general model (G-DINA) against five specific models (LLM, RRUM, ACDM, DINA, and DINO). To do so, the response data to the grammar and vocabulary sections of a General English Achievement Test, designed specifically for cognitive diagnostic purposes from scratch, was analyzed. The results of the test-level-model fit values obtained strong evidence in supporting the G-DINA and LLM models possessing the best model fit. In addition, the ACDM and RRUM were almost very identical to that of the G-DINA. The value indices of the DINO and DINA models were very close to each other but larger than those of the G-DINA and LLM. The model fit was also investigated at the item level, and the results revealed that model selection should be performed at the item level rather than the test level, and most of the specific models might perform well for the test. The findings of this study suggested that the relationships among the attributes of grammar and vocabulary are not ‘either-or’ compensatory or non-compensatory but a combination of both.

THE IMPACT OF CONCEPT MAPPING AS A TEACHING STRATEGY ON THE STUDENTS’ ACHIEVEMENT AND INTEREST IN ENGLISH

The purpose of this study is to determine the impact of concept mapping as a teaching strategy on the students’ achievement and interest in English. It is a quasi-experimental design of non- equivalent pre-test post-test control group is used. Stratified random sampling technique is adapted in selecting the 250 students from the different schools in the Philippines. Two research instruments is developed by the researchers and used for data collection are: Students’ English Achievement Test (STAT) and Students’ Interest Inventory (SII). Mean and Standard Deviation are used to answer the three research questions, while three hypotheses are tested at 0.05 error margins using the t-test analysis. The result of the findings showed that there is significant difference in the mean achievement scores and interest rating of students are exposed to concept mapping strategy in English. There is a significant impact on the gender of the respondents on achievement of students that are exposed to concept mapping strategy. The researchers recommended among other things: the integration of concept mapping strategy in the curriculum, adequate training of English teachers on the use of concept mapping strategy. KEYWORDS: concept mapping; achievement; interest; gender; teaching strategy; and interest in English

AI를 활용한 PBL 기반 블렌디드 수업이 영어학습에 미치는 영향

The purpose of this study is to investigate the effect of PBL based blended instruction utilizing AI platforms on L2 learning. For this purpose, PBL based online and offline instruction utilizing various AI tools was implemented for one semester with 33 middle school students. Data were collected via English achievement tests and surveys on students’ affective factors and satisfaction on this instruction and t-test, ANOVA and Post-Hoc test were used to analyze the data. The results of this study were as follows. First, PBL based blended instruction utilizing AI platforms enhanced students’ overall English achievement. Especially students’ speaking and writing skills were improved significantly. Second, this instruction improved students’ affective factors significantly: interest, participation, motivation, and confidence. Third, students showed a high level of satisfaction toward this PBL based blended instruction overall. Findings and pedagogical and research implications are discussed.

أثر استخدام التلعيب في زيادة التحصيل الدراسي وتنمية الدافعية الداخلية لطالبات المرحلة المتوسطة في مادة اللغة الإنجليزية

المستخلص: هدفت هذه الدراسة إلى التعرف على أثر استراتيجية التلعيب في زيادة التحصيل الدراسي وتنمية الدافعية الداخلية نحو تعلم اللغة الإنجليزية لدى طالبات الصف الأول متوسط، ولتحقيق هذا الهدف أتبع المنهج شبه التجريبي، وأستخدم الاختبار التحصيلي ومقياس الدافعية الداخلية. تکون مجتمع الدراسة من جميع طالبات الصف الأول متوسط في المتوسطة الرابعة، وتکونت عينة الدراسة من (59) طالبة تم اختيارهن بطريقة عشوائية، وتم تقسيمهن إلى مجموعتين؛ إحداهما تجريبية وعددها (29) طالبة، وأخرى ضابطة وعددها (30) طالبة. وقد توصلت نتائج الدراسة إلى عدم وجود فروق ذات دلالة إحصائيا عند مستوى (050.) بين متوسطي درجات طالبات المجموعة التجريبية والضابطة في التطبيق البعدي لمقياس الدافعية الداخلية نحو تعلم اللغة الإنجليزية. کما أوضحت الدراسة وجود فروق ذات دلالة إحصائيا عند مستوى ≥ (050.) بين متوسطي درجات المجموعتين التجريبية والضابطة في التطبيق البعدي للاختبار التحصيلي لمادة اللغة الإنجليزية. أيضا أشارت الدراسة إلى وجود فروق ذات دلالة إحصائيا عند مستوى ≥ (050.) بين متوسطي درجات المجموعة التجريبية في التطبيقين القبلي والبعدي لمقياس الدافعية الداخلية نحو تعلم اللغة الإنجليزية، وبينت الدراسة أنه توجد فروق ذات دلالة إحصائيا عند مستوى ≥ (050.) بين متوسطي درجات المجموعة التجريبية في التطبيقين القبلي والبعدي للاختبار التحصيلي لمادة اللغة الإنجليزية. Abstract: This study aimed to identify the impact of gamification strategy increasing academic achievement and developing intrinsic motivation for first intermediate students in English language subject, and the quasi-experimental approach was adopted and achievement test and intrinsic motivation scale were used. The study population consisted of all first intermediate grade students in the fourth intermediate school and the sample consisted of (59) students were selected randomly, they were divided into two groups; the experimental group consisted of (29) students, and the control group consisted of (30). The result of the study reached to: there is no statistically significant difference at the level of (0.05) between the average scores of experimental group and control group in the post application of intrinsic motivation scale. Also, the study illustrated that there is statistically significant difference at the level of ≥ (0.05) between the average scores of experimental group and control group in the post application of English test achievement test. Also, the study indicated that there is statistically significant difference at the level of ≥ (0.05) between the average scores of experimental groups in the pre- and post-application of intrinsic motivation scale to learn English language, and the study illustrated that there is statistically significant difference at the level of ≥ (0.05) between the average scores of the experimental in the pre- and post-application of English achievement test.

Assessing the validity of an IAU General English Achievement Test through hybridizing differential item functioning and differential distractor functioning

The current study sought to examine the validity of a General English Achievement Test (GEAT), administered to university students in the fall semester of 2018–2019 academic year, by hybridizing differential information (DIF) and differential distractor function (DDF) analytical models. Using a purposive sampling method, from the target population of undergraduate students studying in different disciplines at Islamic Azad University (IAU), (Isfahan branch), a sample of 835 students taking GEAT were selected. The 60-item multiple-choice test comprised four sub-sections; namely, vocabulary, grammar, cloze test, and reading comprehension. The students’ test scores served as the targeted data and the validity of the test was examined through the application of Cochran-Mantel-Haenszel (CMH) and multinomial log-linear regression models for detecting DIF and DDF, respectively. To account for the assumption of uni-dimensionality, the test sub-sections were analyzed independently. Furthermore, the assumption of local independence was checked based on correlational analysis and no extreme values were observed. The results of the study identified five moderate-level DIF items and one DDF item signaling an adverse effect on test fairness due to the existing biased items. Notably, these findings may have important implications for both language policymakers and test developers.

Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi

This study aims to investigate the implementation of the English achievement test for the twelfth-grade students at SMAN 4 Tebo, Jambi in the academic year 2019/2020. This study was a contenr analyis. The objects of this study were English achievement test items. It consisted of 40 multiple-choice questions and 5 essay questions. The data collection method was a document analysis checklist. In this study, the researcher analyzed the data from English achievement test for validity aspects such as content validity and construct validity, the degree of reliability, and the implementation of language authenticity criteria. The findings of this study revealed that; (1) the content validity shows 76% valid, and the construct validity shows 60% valid; (2) the reliability shows coefficient 0.281 for multiple-choice items and 0,554 for essay items, and it is reliable; (3) the results of analyzing the authenticity shows that the listening items, reading test and essay writing are authentic. However, each part has some weaknesses. Especially in the reading test, most of the passages use in reading tests failed to represent the world context even though the topics of the passages are rational and based on the real context. Nevertheless, the English teacher who constructed the English achievement test did not mention the sources from which the passages were taken. Next, the samples of the format letter, announcement, and pamphlet look unnatural view from the format and design. Moreover, the English Achievement Test for twelfth-grade students of SMAN 4 Tebo, Jambi has fulfilled the characteristics of validity, reliability, and authenticity as a good test or standardized test.

A Study on the Relationship between English Language Learning Anxiety and English Language Achievement

The main objective of this study was to examine the relationship between students’ English language learning anxiety and their English language achievement. For this purpose, 197 grade ten students were involved. The students were selected using proportional sampling technique. The instruments used to collect data were questionnaire and achievement. Then, the collected data were analyzed using quantitative methods of data analysis. The study revealed that there was statistically significant negative relationship between students’ English foreign language learning anxiety and their English achievement test result with a correlation coefficient of (r=-.194, p=>0.05). In addition, the participants of the study were found to anxious because of fear of negative evaluation, communication apprehension and test related anxieties. .The study also indicated that female students mean score was less than the mean score of male students when their anxiety levels were measured. But the independent sample t-test indicated that there is no statistically significant difference between male students and female students in their learning anxiety in EFL classrooms. However, a significant mean difference between male and female students was observed on test anxiety with (P<0.05). Therefore, this result is consistent with the findings of Tang (2005). Finally, the researchers recommended that EFL teachers should provide advice for the learners to avoid anxiety in their English language class.

Developing an English training course for local wisdom inheritance of one village one product in Thailand

The purposes of this study were to 1) develop an English training course for local wisdom inheritance of One Tambon (Village) One Product (OTOP) in Amphawa district, Samut Songkhram province, 2) compare the English achievement results of the participants before and after the English language training 3) study learners’ English performance, including vocabulary and the communication about process of making Thai coconut palm sugar presentation with determine criteria, and 4) study learners’ satisfaction with the training course. The sample participants were 10 OTOP entrepreneurs in Amphawa District, Samut Songkhram Province who were selected by voluntary selection and they were interested and applied for the training course and all of them hold a bachelor degree. The research instruments were questionnaire assessing learners’ training needs, an academic achievement test, a performance evaluation form, and a satisfaction assessment form. The statistics for data analysis were percentage, mean, standard deviation and content analysis. The findings were as follows: 1) The developed an English course for Local Wisdom Inheritance of One Tambon (Village) One Product (OTOP) in Amphawa District, Samut Songkhram Province contains 9 components including conception of curriculum, principles, objectives, structures, activities, duration, teaching materials, evaluation and assessment, and expected outcomes, 2) the average scores from English achievement test after using the curriculum in English training course was higher than before testing. 3) learners’ English performance, including vocabulary and the communication about process of making Thai coconut palm sugar presentation, was at the high level (83.33%) which was higher than determine criteria, and 4) learners’ satisfaction with the English training course was at the highest level (X= 4.70).

An Evaluative Study of English Language Teaching Methodology at Primary Level in Public Sector Schools of Hyderabad District

Teaching and learning of English have been given a prominent position in the education system of Pakistan. The study aimed to evaluate the teachers’ methodology based on the activities in teaching English delimited to the government schools of Hyderabad district province Sindh. The stratified and random sampling techniques were applied to select the strata (boys &amp; girls schools) from the taluka Hyderabad city, taluka Latifabad, and taluka Qasimabad of the district Hyderabad. The data were collected through the closed-ended questionnaire from 120 primary school teachers and the English achievement test paper from 1078 students of grade five. The results showed that the relationship between the teaching methodology and the students’ performance was significant. Therefore, an improvement in the teachers’ teaching methods can enhance the students’ performance in English. Likewise, the attitude of the teachers towards activities regarding learning English was negative. Moreover, the test result showed that only 11% of students passed the English test with the minimum test score while 89% of students failed the test. In the end, it was suggested that the government of Pakistan should arrange in-service training to train primary level school teachers. The teachers should focus more on activities and promote learning by doing techniques.

The Relationship Between Future Career Self Images and English Achievement Test Scores of Japanese STEM Students

Background: College and university science, technology, engineering, and mathematics (STEM) students in Japan, who hope for careers in science and technology fields, lack the motivation to learn English as a second language (L2), impairing their current capacities to learn the L2 and their future abilities to communicate globally once employed. Literature review: Although these students’ motivation to learn English seems strongly linked to the external pressure to do well on a standardized English test, gain employment, and progress up the career ladder, this extrinsic motivation may not be as beneficial for their L2 learning as positive images of themselves using English in future situations. Three types of future career-related self images—an Ideal L2 Self, a Probable L2 Self, and an Ought-to L2 Self—are hypothesized to promote L2 achievement. Research methodology: Data from questionnaires examining psycholinguistic variables for 1013 Japanese STEM students of English were subjected to ANOVA and multiple regression analysis with three L2 Self variables as predictor variables and scores from the TOEIC standardized English exam as the outcome variable. Results/discussion: ANOVA results showed that students had a strong image of themselves as needing English for future career goals, as measured by the Ought-to L2 Self, but had lower levels of Ideal L2 Self, the variable measuring a future image as a fluent user of English. In the regression analysis, the Ought-to L2 Self predicted lower TOEIC exam scores; conversely, the Ideal L2 Self predicted greater TOEIC scores. These paradoxical results indicate that Japanese STEM students struggle motivationally to improve English skills needed for future STEM job-related communication, despite feeling pressured to do so. Conclusions: To encourage the formation of students’ images of Ideal L2 selves or stronger Probable L2 selves, STEM teachers and language teachers of Japanese STEM students could introduce motivational interventions. For example, positive role models of English language learners could visit classes and demonstrate how they have applied their English as a foreign language (EFL) learning experiences to future careers.

The Effect Of The Ability In Mastering Dialogue Towards Student’s English Learning Achievement At SMK Negeri 1 Rawamerta Karawang

The effect of the ability in mastering dialogue, to know and explain the effect of the ability in mastering dialogue on English learning achievement, to know and explain the effect of ability on English learning achievement and to know and explain the effect of the ability in mastering dialogue on learning achievement English through motivation.&#x0D; The research method used is survey method. Population in this research is all students of class X of first semester of SMK Negeri 1 Rawamerta, Karawang. The sampling technique used is cluster random sampling, the sample is taken randomly according to the class that has been formed. So, the sample in this study as many as 18 people from the total population of 192 people. The research instrument consists of three types of tests, namely the questionnaire of the ability in mastering dialogue , English achievement test with the subject of the circle. Analysis of statistical data to test the hypothesis in this study using Path Analysis (Path Analysis). Statistic test is used t test.&#x0D; The results showed: (1) direct effect of the ability in mastering dialogue (2) direct effect of the ability in mastering dialogue on English learning achievement, (3) direct effect of the ability in mastering dialogue to English learning achievement and (4) indirect effect of lateral thinking ability toward English learning achievement through creative thinking ability.&#x0D; Keywords: The ability in mastering dialogue, English learning achievement

Role of Cooperative Learning in Improving Language Proficiency and Academic Achievement in English of Elementary Students: An Experimental Study

English language, as it is employed as a common medium used for communication with people, whom native language is not understandable. In this regard, Governments of developing countries paying attention to promoting English. That require upgradation in the curriculum, as well as, the shift of teaching methodology from teacher to student centered, are the basic requisites for making the change in the educational system possible. That provides opportunities for cooperative learning. Therefore the current experimental study was carried out to find the role of cooperative learning in promoting language proficiency and achievement with regards to English among 8th grade students, who are supposed to study in the private schools of Lahore. The 8th grade students enrolled in private schools of Lahore district implied the population of the study. Whereas, the two girls sections of the 8th class of The Educators School, Jinnah Campus, Lahore, were chosen as the sample and nominated as experimental and control groups. Before and after the intervention, English language proficiency tests (EPT) to measure the students' proficiency in English and English achievement test (EAT) to identify students’ achievement in English developed by the researchers were utilized. Findings highlighted that cooperative learning is an effective teaching methodology that proves beneficial in the improvement of 8th grade students' proficiency and achievement in English. It is recommended that our teachers may use such innovative teaching methodologies in their classroom that not only promote students' involvement for discussion on the relevant topic

Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction

AbstractTo address the challenges of limited language proficiency and provide necessary feedback in the implementation of task-based language teaching (TBLT), a mobile-supported TBLT application was developed to provide linguistic and task scaffolding. Sixty-six English as a foreign language (EFL) university learners participated in a three-week experiment as part of a general English course. They were assigned to either an experimental group (mobile-supported TBLT), which received TBLT with scaffolds built into the application, or a control group (traditional TBLT), which received traditional paper-based TBLT without the scaffolds. At the end of the experiment, an English achievement test of vocabulary, grammar, and conversation comprehension was administered to determine if the technological scaffolds enhanced the learning outcomes for the course. Students’ self-perceived use of oral communication strategies was also measured to explore how these scaffolds affected the conversational interaction essential for task performance. Results showed that the mobile-supported TBLT group outperformed the traditional TBLT group on the vocabulary and conversation comprehension tests but not so much on the grammar test. Also, the mobile-supported TBLT group reported greater awareness of fluency- and accuracy-oriented strategies for speaking than the traditional TBLT group. Implications for designing mobile learning to enhance TBLT in an EFL setting are drawn.

Effects Of Demonstrative And Discovery Teaching Strategies On Senior Secondary School Two (S.S.2) Students’ Achievement In Oral English In Bayelsa State.

The researchers investigated the effects of Demonstrative and Guided Discovery teaching strategies on Senior Secondary School Two (2) students’ achievement in Oral English in Bayelsa State. A quasi-experimental design approach was adopted, using a sample of Sixty (60) students comprising of both male and female from Yenagoa Local Government Area of Bayelsa State. Data collated were analyzed using mean standard deviation and the Analysis of Covariance (ANCOVA). This research was guided by Four (4) research questions and hypothesis. The instrument used for data collection was the Oral English achievement test (OEAT), The instrument contained 25 multiple choice items marked over 100 which were standardized. KR20 was used to determine a reliability coefficient of 0.95. The test was based on human sound system. The result analyzed showed among others that there was a significant difference (P=0.000&lt;0.05) between demonstrative and discovery, and demonstrative and conventional methods of teaching. On the other hand, no significant difference existed (p=0.314&gt;0.05) between discovery and conventional method of teaching. The significance difference observed between the various teaching methods is indicative that the demonstrative method is the most effective in the teaching of Oral English. Some recommendations were made on enhancing Oral English language skill acquisition such as provision of e-learning facilities in schools, continuous education for Oral English teachers among others.

WASHBACK OF AN ENGLISH ACHIEVEMENT TEST ON TEACHERS’ PERCEPTIONS AT A VIETNAMESE UNIVERSITY

Research on washback, i.e. test impacts on teaching and learning in class, of high-stake English tests is prevalent. Little attention has, however, been paid to washback of an English achievement test (EAT) albeit its highly practical significance including reporting and improving teacher effectiveness right in a programme in a specific context (El-Kafafi, 2012; Antineskul &amp; Sheveleva, 2015). The present paper aims to explore teachers’ perceptions of the teaching contents under the influence of an EAT which steps up to an English Proficiency Test - PET (or B1 level equivalent) for university undergraduates in Vietnam as required for graduation by Vietnam’s Ministry of Education and Training (MOET). The EAT, mirroring the PET, was designed to expect positive washback in the course English 2. The research tools were interviews with four teachers teaching the same English course. Each teacher was interviewed twice at two different time points so that their temporal developmental cognition of the EAT could be recorded. The findings revealed the heavy impact of the test on teachers’ perceptions of their teaching contents. Two dominant points were (1) all the participants thought the course primarily served the EAT orientation, particularly in the test format and the linguistic input, and (2) the teachers should strictly follow the textbook as the major instructional source. There existed a mismatch between the university’s purpose of enhancing the students’ communicative ability and the teachers’ perceptions. Differences in the teacher backgrounds entailed their diverse perceptions. The study provides a reference case for the interested readers in and beyond the researched context.