English Exam Research Articles

The Smart Class Teaching Module for Rehabilitation Medicine English Education in China

BackgroundLearning medical English is particularly challenging for non-native English-speaking medical students. The Smart Class teaching module is a new online teaching module for rehabilitation-related medical English, the efficacy of which has yet to be established in the literature. Gender differences should also not be ignored in our study, taking into account the proven performance differences between males and females in language learning.Material/MethodsFirst-year physiotherapy students in Grade 2018 and Grade 2019 at Guangzhou Medical University were recruited to participate in this study. Grade 2019, as the experimental group, completed the Smart Class teaching module, while Grade 2018, as the control group, completed the Traditional Class teaching module. The efficacy of both modules was assessed objectively using the students’ medical English exam scores and subjectively using the students’ responses to a questionnaire.ResultsIn total, 242 questionnaires were distributed, and 210 valid questionnaires were returned, of which 119 were from the Smart Class teaching module group and 91 were from the Traditional Class teaching module group. There was no statistically significant difference between the medical English exam scores of the 2 groups (P=0.324). However, the subjective assessment revealed that the students experienced a significantly greater burden from the workload in the Smart Class teaching module group (P<0.001).ConclusionsWe found both the Smart Class teaching module and the Traditional Class teaching module achieved similar teaching outcomes. Therefore, the former represents a viable alternative teaching option for situations where traditional class teaching is not possible.

Receptive skills development in English exams preparation

Receptive skills development in English exams preparation

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It has been mentioned that flight safety, efficiency and preservation of the aviation environment depend on competent, well-prepared future specialists for professional cooperation in the international environment of the aviation industry. Ukrainian flight higher establishments seek tools and methods to enhance learning, to develop information and communication technologies that are aimed at developing critical thinking, developing interest of students in the educational process and preparation for professional communication. The International English Exam consists of six components: pronunciation, structure, vocabulary, fluency, comprehension and interaction. Applicants of flight schools must have level A2-B1 of General English and be ready to study a professionally oriented English course to achieve level 4 of the ICAO international scale and level B2 First in accordance with the European Recommendations. It has been indicated that a significant number of applicants do not have a sufficient level of foreign language according to international standards, to form the necessary competencies in all types of speech activity, which would be required for the period of study in higher education in short term. Aviation events are caused by errors in the process of conducting radio communication in English due to the lack of a proper level of professional communication. The purpose of language training of future specialists in the aviation industry is to form professional communication, provide communicative needs in various areas of communication: scientific, socio-cultural and socio-political, domestic. The following methods of scientific research have been applied: theoretical � analysis, comparison, generalization, systematization of normative-legal documents, scientific literature, educational-methodical documentation, domestic and world experience of training of aviation specialists; empirical � testing, surveys, pedagogical observation, data collection, analysis of curricula, educational programs, study of products of teaching and educational activities. Professional communication in English is one of the components of flight safety, it is mandatory in training aviation professionals for future professional activities. Peculiarities of communication in the aviation industry requires compliance with certain requirements for the construction of utterances and the use of language: content, brevity, clarity, the impossibility of misinterpretation. Safe radiotelephony communication requires knowledge of ICAO standard phraseology, as well as general and aviation English, which provide communication in non-standard and emergency situations. The priority concept of learning English in European countries is not only to acquire knowledge of the language, but to learn how to use the language as a means of communication: to express thoughts, think critically, understand the other person, willingness and desire to interact with others, ability to receive information and evaluate it.

An analysis of readability metrics on English exam texts

Readability metrics provide information on how difficult a text is to read. This information is relevant, for instance, to identify suitable texts for learner readers. Readability metrics have been developed for several languages, but no such metrics have been developed for the indigenous South African languages. One of the limitations in the development of the metrics is the availability of texts in these languages for which the readability is known. To resolve this issue, we would like to consider texts that are used in final year exams of language subjects at highschool. We expect these texts to have consistent readability throughout the years. Additionally, in South Africa, language subjects may be taught both as home language or first additional language. We expect there to be differences in readability between the exam texts for these subjects. To test these assumptions, in this article, we compute readability scores using nine existing readability metrics for the final year exams of English home language and English first additional language. The results show that indeed the readability of the texts is consistent over the years and significantly different between the two subjects. Generalizing over these results, we expect that we can use final year exam texts of other languages to develop readability metrics for the indigenous South African languages in future work. An analysis of the performance of the readability metrics on the English texts serves as a starting point to identify useful text properties to use for the development of the readability metrics for the indigenous South African languages.

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The article considers the peculiarities of providing English-language training of (future) aviation specialists for professional self-realization and performance of professional duties with the use of modern distance learning technologies. The specifics of distance learning are revealed. Terms and concepts, forms of learning are provided. Distance learning technologies, namely: psychological and pedagogical, information and communication, web-environment provide an opportunity to implement the process of distance learning in educational institutions. There are also two strategies for organizing distance learning: asynchronous distance learning and synchronous distance learning. During the planning and organization of distance learning a great role is given to the independent work of cadets. There are also IT elements that a lecturer and a cadet should be able to use in professional interaction. It is noted that Internet technologies, the ability to use Internet resources have a special place in the formation of professional self-realization of a future aviation specialist and providing innovative approaches to the educational environment. The main tasks of English language training in the educational language centers of the Flight Academy of NAU are: improving language skills and strengthening the communicative competence of the teacher / instructor to teach the professional disciplines in English, teaching professional English, preparation for the general English exam at level B2. The use of distance learning technologies in the English-language training of future aviation specialists requires a high level of knowledge, both theoretical and practical. It is necessary to interest and direct students to the use of innovative methods in order to build their professional capacity to use information and communication technologies in their further professional self-realization. Key words: distance learning, English language training of an aviation specialist, ICT, Internet resources, innovations, professional self-realization.

The Intersection of Policy and Practice: Two Cases of English Language Programs in Southeast Asian Law Enforcement Academies

The emergence of English as a lingua franca in Southeast Asia has meant that government officials are increasingly required to use English. Law enforcement officers are no exception; police interact with international tourists, communicate across borders, attend international conferences, and participate in deployments overseas. The practical need for English is accompanied by national policies prioritizing English instruction across educational and governmental institutions. As a result, law enforcement academies increasingly prioritize English language programs to support the English proficiency of their cadets. This article describes case studies of English language programs at two law enforcement academies in Vietnam and Indonesia. Data was originally collected and analyzed as separate needs assessment evaluations designed for each institution. Findings were later compared and reinterpreted through a language policy and planning lens. Common to both cases was the demand to prepare cadets for the dual challenge of conducting specific police duties in English and of achieving high scores on academic English exams. Recommendations are provided for policymakers, practitioners, and researchers in the field of Language for Specific Purposes.

Exploring factors affecting the school-based English exam scores based on Random Forest

Exploring factors affecting the school-based English exam scores based on Random Forest

Testowanie biegłości językowej uczniów w wieku szkolnym na przykładzie języka polskiego jako obcego

Artykuł porusza kwestię testowania i certyfikacji znajomości języka polskiego u uczniów dwu- i wielojęzycznych. Autorki przedstawiają polskie i zagraniczne rozwiązania systemowe, charakteryzując zróżnicowane podejścia do koncepcji poświadczania znajomości polszczyzny zarówno w Polsce, jak i w Niemczech, Irlandii oraz w Stanach Zjednoczonych Ameryki Północnej.&#x0D; Szczegółowo zostały omówione: niemiecka matura z języka polskiego (Abiturprüfung Polnisch) oraz tamtejszy certyfikat TELC, irlandzki Leaving Certificate Polish oraz amerykańska Seal of Biliteracy i egzamin LOTE Polish. Autorki tekstu zwracają przy tym uwagę na nowość, jaką w Polsce stanowią egzaminy certyfikatowe z JPJO w tzw. grupie dostosowanej do potrzeb dzieci i młodzieży i prezentują wyniki sondażu opinii na ten temat wśród zdających w wieku 14–17 lat, uwypuklając znaczenie i rolę tych egzaminów z perspektywy młodzieży. W podsumowaniu dyskutowana jest kwestia konkurencyjności polskich egzaminów certyfikatowych DiM wobec tego typu oferty zagranicznej.&#x0D;

Online Business English Examinations – Challenges and Solutions

As the world has changed beyond recognition in the past few months, so have examinations. The present paper discusses strategies to adjust business English exams so as to fit the online environment in which they now need to take place. These changes represent a challenge not only for examiners and/ or teachers, but also for students, regardless of their age and background. After some theoretical considerations, we take a more practical approach by interviewing several teachers and students in order to gauge the main concerns on both sides and suggest solutions.

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.

Алгоритм обучения диалогу-расспросу в процессе подготовки к единому государственному экзамену по английскому языку

Relying on theoretical works in the sphere of foreign language teaching and on personal experience, the author proposes an algorithm to train senior pupils for the oral part of the Unified State Exam, in particular, for task 2: dialogue-interview. The article analyses scientific works focused on teaching a foreign language, the English language and the English grammar, identifies the difficulties school-leavers come across, suggests ways to eliminate grammatical errors when formulating the English interrogative sentences. Scientific originality of the study involves developing innovative methodology to teach a dialogue-interview when training senior pupils for the Unified State English Exam. The research findings are as follows: the author proves that task 2 of the oral part of the Unified State English Exam requires a dialogue-interview competence, and grammar is considered as a means of speech communication.

Teachers’ Lived-Experience in a Dual High-stakes Examination System

The process of preparing candidates for year-end high-stakes examination is a daunting task for teachers. This paper reports on three teachers’ experience of teaching students to sit for the standardised national English exam and IGCSE English, both from two different curricula. The findings from the qualitative case study revealed that the initial workshops that they had attended did not adequately prepare them to teach the new course. However, after a prolonged period of teaching high-stake exam classes, they overcame the confusion and could differentiate the nuanced differences in the syllabus requirements, test formats and contents. The teachers’ initial experiences showed that they relied on the “takeaway” materials provided during the workshops but became more independent in sourcing for materials that could be used for either or both the courses simultaneously. They also transferred their existing knowledge from one course to the other and focused on what was important to answer exam questions. Their teaching approach and practices were aligned to the high-stakes exams. The findings underline the complexities of teachers’ lived experience in high-stakes exam environment, and how they juggle with both curricula needs. Therefore, guidelines and continuous support should be offered to ensure sustainability of quality teaching experience.

Test Writers’ Perceptions of English Language Tests in Relation to the Common European Framework of Reference (CEFR) at a Saudi Arabian University

The CEFR is currently being used globally as a guiding document for specifying the standards of language learning, teaching, and assessment. The university wherein this study takes place, assumes that its internally produced English language tests are CEFR-related because they are based on textbooks which claim affinity with the CEFR. This study investigates the validity of this assumption. The literature review suggests a wealth of studies which link a specific test or exam to the CEFR based on the technical procedures laid out in the Manual for Relating Language Examinations to the CEFR (the Manual). This study has a different approach as it investigates whether the internally produced English language tests at a Saudi Arabian university are linked/related to the CEFR from the perspectives of the academic staff who are responsible for producing the English language tests at the university wherein this study is conducted. As such, this study is situated within an interpretative case study paradigm and uses a mixed method methodology for data collection and analysis. The study showed that all the research participants share the view that the English language exams which they develop are CEFR linked/related because they are based on the learning outcomes of textbooks which, according to the publisher, are CEFR linked. In addition, the contextual issues related to the implementation of the Manual and the CEFR are to be considered. The study presents implications and recommendations for the institution and for ELT publishers who claim that their ELT materials are CEFR linked.

Infant formula composition and educational performance: a protocol to extend follow-up for a set of randomised controlled trials using linked administrative education records

IntroductionThe effect of infant nutrition on long-term cognition is important for parents and policy makers. However, most clinical trials typically have short follow-up periods, when measures of cognition are poorly...

IELTS Academic Study Guide 2020-2021: IELTS Academic Exam Prep Book with Audio and Practice Test Questions for the International English Language Testing System Exam Author(s): Trivium English Exam Prep Team Publication Date: 25 Nov 2019

IELTS Academic Study Guide 2020-2021: IELTS Academic Exam Prep Book with Audio and Practice Test Questions for the International English Language Testing System Exam Author(s): Trivium English Exam Prep Team Publication Date: 25 Nov 2019

Schema Association Training: Empowering Students for Speaking Assessments

This article describes Schema Association Training (SAT), an enrichment programme designed to develop students’ confidence and ability to sustain discussions during speaking assessments. The author observed that many students had difficulties introducing relevant ideas to prolong discussions during Spoken Interaction, an assessment component of the Singapore-Cambridge GCE O-Level English language oral communication exam. Notably, there appears to be a tendency for students to compartmentalize the content knowledge they possess, often resulting in missed opportunities to surface relevant ideas that could possibly add depth to discussions. This raises a need for classroom preparatory work to move towards encouraging learners to make meaningful connections between related topics. SAT was thus implemented to achieve this. During SAT, students first go through an individual Spoken Interaction exercise which is audio recorded. This audio recording is subsequently utilized during an individual reflective conversation with the teacher. Finally, students consolidate their learning via an online learning module. This article describes the steps involved in carrying out SAT, and also presents preliminary findings that suggest the potential benefits of SAT in helping learners elaborate better during speaking assessments.

THE EFFICIENCY OF QUIZLET-BASED EFL VOCABULARY LEARNING IN PREPARING UNDERGRADUATES FOR STATE ENGLISH EXAM

Students’ EFL learning experience in the rural context is poorer in comparison to urban quality of education. More than 70% of students at the State Agrarian and Engineering University in Podillia are from rural areas. To reduce rural-urban disparities in academic learning the university teachers should use high-quality instruction techniques that can make the process of studying both effective and motivating. The traditional methods of EFL teaching no longer satisfy the needs of modern society. Hence, technology applications need a theoretical foundation based on experimental surveys to determine the strategies for effective EFL learning. This research paper was conducted to examine the possibility of utilising such MALL technology like Quizlet in improving EFL learners’ vocabulary acquisition. A brief review of scholarly literature published from 2005-2019 on Quizlet implementation in foreign language learning showed that there are many studies on the benefits of using Quizlet in EFL vocabulary acquisition. However, the research papers on the principles and strategies for adequate Quizlet-based learning in Ukrainian higher educational institutions are still lacking. Pre- and post-experimental questionnaires, pre- and post-experimental tests were adopted as tools for data collection. The results of the experiment have proven the proposed hypothesis. After utilising Quizlet and using spaced repetition technique for vocabulary learning to prepare undergraduates to state English exam, the results proved that the learners of the experimental group improved their level of EFL vocabulary at the post-test.

AN ANALYZIS OF ENGLISH NATIONAL EXAM: Test of English Proficiency for Student

The National Exam of 2019 is still one of the absorbed issues to discuss. The researcher brings the issue up because in a couple of years there might be no more National Exam since the new minister is more likely to believe that Exams are conventional so the issue of abolishing it is heating up again. The National Exam has become a standard evaluation made by the government for every school level. The English exam is an English proficiency test for students. Yet, the test consists of listening and reading comprehension only. The objectives of the study are to find out whether the questions tested are appropriate with the qualifications, criteria, and the goals of each competence. Then, the researcher analyzed the error of each question. The researchers applied the general method in assessing the English test referring to the Hakuta and Jacks (2009) guidelines. The researcher applied descriptive qualitative as the research design. The test is focused more on cognitive skills, especially in reading skills. The students are taught all four language skills in schools and are expected to be superior to all of them at least. The researcher finds some errors in the test such as the test directions are unclear. Then, the questions are compiled disorderly and the amount of questions for each language competence is not equal. The test is not appropriate with the language learning objectives and so does with the language mastery demands.

Using an Innovative Standard-setting Approach to Align Integrated and Independent Writing Tasks to the CEFR

ABSTRACT We report on a standard-setting project in which the Item-Descriptor-Matching Method (IDM) and a complementary benchmarking approach were employed to align a suite of English language proficiency exams to the Common European Framework of Reference (CEFR), with a particular focus on the integrated and independent writing exams. Judges’ ratings on eight writing tasks and 48 test taker scripts were collected online via SmartSurvey. The judges gave CEFR-level jkudgements for tasks and scripts, they stated which CEFR descriptors they matched against the task demands and scripts, and they evaluated the combined approach and outcomes. Thus, it was possible to monitor how judges applied and interpreted the CEFR descriptors, a prerequisite for establishing alignment validity. Analyses of judgement consistency revealed a high level of consistency on the task judgements and overall performance ratings, yet they also revealed some variations in the selected CEFR descriptors underpinning the judgements. Making these variations transparent facilitated a targeted discussion with an explicit focus on the CEFR, i.e. the framework to which the tests were to be aligned. Overall, the judges reported confidence in using the combined approaches, in their judgements and in the recommended CEFR cut-scores, thus corroborating procedural validity.

Factors in a Sustainable Labor Market: Evidence from New College Graduates’ Initial Job Placement in Korea

Young Koreans have been experiencing stress and employment barriers due to progressively worsening employment issues since the late 1990s. College graduates spend excessive amounts of time job hunting, necessitating institutional and policy measures to improve their initial labor-market performance. We, therefore, attempt to empirically analyze the relevant factors. Focusing on sustainable job quality, company size, wages, and satisfaction levels for students’ first jobs after graduation, and we specifically use college education quality and graduates’ employment-preparation activities as independent variables and initial labor-market performance as a dependent variable. First, we measure education quality using vocational education and training, satisfaction with college education, and studying a language abroad. We find that they are positively associated with new graduates’ initial labor-market performance. Second, we measure employment preparation activities using internship experience, certificates obtained, and scores on standardized English exams. Internship experiences are positively associated with new graduates’ initial labor-market performance. These findings suggest that the Korean government should focus on establishing a sustainable labor market for new graduates and offer specific, diverse support programs to improve employment among young Koreans.