English Exam Research Articles

The Distribution and Frequency of Grammatical Errors in Second Language Writing: A Case Study of Chinese High School Students

As Error analysis in second language writing remains controversial, this study aims to investigate errors with high frequency in L2 writing of high school students in China and reveal the relationship between writing tasks and error types. By analyzing compositions in high school English exams, the study will discover the distribution pattern frequencies of different errors and make comparisons of students at different levels. The findings indicate that verb tense errors are the most frequent but decrease as students progress in grade level, while syntactical errors become more prevalent in more complex tasks, such as continuation writing. This study highlights the persistent challenges students face in constructing grammatically accurate sentences in flexible writing tasks. These insights provide empirical evidence for targeted grammar instruction, emphasizing verb usage and sentence structure complexity to improve overall writing proficiency.

Comparing the performance of ChatGPT-3.5-Turbo, ChatGPT-4, and Google Bard with Iranian students in pre-internship comprehensive exams

This study aims to measure the performance of different AI-language models in three sets of pre-internship medical exams and to compare their performance with Iranian medical students. Three sets of Persian pre-internship exams were used, along with their English translation (six sets in total). In late September 2023, we sent requests to ChatGPT-3.5-Turbo-0613, GPT-4-0613, and Google Bard in both Persian and English languages (excluding questions with any visual content) with each query in a new session and reviewed their responses. GPT models produced responses at varying levels of randomness. In both Persian and English tests, GPT-4 ranked first and obtained the highest score in all exams and different levels of randomness. While Google Bard scored below average on the Persian exams (still in an acceptable range), ChatGPT-3.5 failed all exams. There was a significant difference between the Large Language Models (LLMs) in Persian exams. While GPT-4 yielded the best scores on the English exams, the distinction between all LLMs and students was not statistically significant. The GPT-4 model outperformed students and other LLMs in medical exams, highlighting its potential application in the medical field. However, more research is needed to fully understand and address the limitations of using these models.

Chinese English‐as‐a‐foreign‐language learners’ directed motivational currents for high‐stakes English exam preparation

AbstractA directed motivational current (DMC) is an intense motivational drive that sustains long‐term behavior toward a valued goal. The quantitative study investigated the DMCs of English‐as‐a‐foreign‐language learners and their predictive role on learning performance in a high‐stakes English exam preparation context. The DMC dimension scale was distributed to Chinese English‐as‐a‐foreign‐language learners who experienced the National Postgraduate Entrance Examination, and data from 323 participants were retained for analysis. Independent T‐tests, Analysis of Variance (ANOVA), and regression analyses were performed to report findings on DMC levels, and influencing factors and impacts of DMCs. Results suggest a high DMC level during exam preparation, with female learners showing more goal‐oriented salient facilitative structure, and clear perception of progress than males, while high‐proficiency learners demonstrated greater participant ownership and “perceived behavioral control” than medium‐ and low‐proficiency learners. No differences were found between learners majoring in humanities/social sciences and those studying science, technology, engineering, or mathematics. The five DMC dimensions collectively predicted English performance. Following self‐determination theory, the predictive role is explained. Theoretically, DMC components and their impacts on academic outcomes were reconfirmed in the Chinese English‐as‐a‐foreign‐language context; practically, educators and students are advised to use the DMC framework to enhance English performance in high‐stakes exam preparation.

The acceptance of a wiki site as a learning platform in English exam training

The development of computer mediated technologies facilitated the paradigm shift in the culture of working and learning. Due to these changes, language education is also going through the development beyond the communicative approach to more complex and dynamic action-oriented approaches. There arises a necessity to explore how language teaching and learning, which are guided by new strategies, can be mediated through technology. This research proposes the deployment of a wiki site as a “learning platform” the design of which is underpinned by the principles of networked learning (NL). A wiki-site created by the teacher will be deployed as a platform for language learning and exam training. The study explores students’ perceptions of accepting a wiki site as a learning platform for IELTS (International English language testing System). The previous research has pointed to the fact that wiki as an educational technology has not been used for improving IELTS training so far. So, before large-scale implementing of it on a regular basis at the formal university level, it is necessary to explore whether students accept or reject this information technology as an educational tool. Taking a pragmatic view of NL approach allows the authors to start with exploring the needs of learners involved in NL environments so that a teacher could co- construct the knowledge about the design together with the learners. Technology acceptance model was used to gather the data via an on-line survey. The participants are undergraduates from different faculties who voluntarily and anonymously took part in the research. The survey included the questions about the main TAM constructs: perceived ease of use, perceived usefulness, attitudes, intentions and expectations. The research reports a high level of agreement on easiness and usefulness of wiki sites, with the latter sub-construct having a higher rate of agreement among the respondents. Overall, students are reported to have high expectations of a wiki technology used for practising exam skills. However, there is evidence of some less positive outlook in terms of students’ prior experience of wiki in their studies. Despite some limitations, the paper reveals favorable students’ perceptions and proposes implications for further wiki deployment

Examining the role of achievement goals in L2 learning: A cross-sectional and longitudinal study

Achievement goals (AGs) have been argued to influence general learning processes and outcomes, while their roles in L2 learning remain underexplored. This study, consisting of two sub-studies, aims to examine how different types of AGs (mastery-approach goals, performance-approach goals, mastery-avoidance goals, and performance-avoidance goals) contribute to overall and skill- (knowledge-)11Note. In this study, ‘skill-specific achievement’ refers to academic performance measured across three core language skills—listening, reading, and writing—and two knowledge domains, vocabulary and grammar. For readability, the term ‘skill-specific achievement’ is used consistently to encompass both the language skills and the knowledge domains. specific L2 achievement (curriculum-based course exam scores) and proficiency (Cambridge English proficiency test scores) using cross-sectional and longitudinal approaches. Participants of both sub-studies were 1,355 adolescent EFL learners from a junior high school in rural China. In Sub-study 1, the students participated in a questionnaire survey, an end-term English exam, and a Cambridge English proficiency test. Path analysis results showed that different AGs predicted overall and skill-specific L2 achievement and proficiency with variations. In Sub-study 2, the same participants completed three waves of questionnaire surveys and end-term exams spanned over three 6-month semesters. Cross-lagged panel modelling results indicated that AGs positively influenced subsequent achievement, but the effects were unstable; achievement positively and stably influenced subsequent AGs. Our findings provide implications for L2 teachers to help their students set goals to close their achievement gap and reach their full L2 potential.

9급 공무원 영어시험(2019~2023 지방직)의 독해지문 난이도 분석

This study aims to conduct a systematic analysis of the difficulty level of reading passages in the 9th grade local civil servant English exams conducted from 2019 to 2023, with a particular focus on the differences in difficulty between the national and local exams as analyzed in a prior study by Lee Jeeyeon (2023). Additionally, this research meticulously analyzed the vocabulary, sentence structure, diversity, and complexity of the reading passages used in the civil service exams using AI analytical tools, evaluating the differences in difficulty between the national and local exams from both quantitative and qualitative perspectives. The results of the research showed that, based on the proportion of passages at or above the CEFR C1 level, the local exams demonstrated a higher level of difficulty than the national exams over the five years, with the exception of the year 2020. The 2021 and 2023 exams showed that the difficulty levels of both were almost similar, while in 2019 and 2022, the local exams were significantly more challenging than the national ones. The findings of this study have discussed implications for future adjustments in difficulty level or improvements in assessment for the civil servant English exams.

A Study on the Backwash Effect of International Talent English Exam on Students' English Learning—Teaching Based Backlash Promotes Student Learning Strategy Adjustment

With the acceleration of globalization, English has become the main language for international communication, and various English exams have also emerged. The International Talent English Examination (ETIC), also known as the National Talent Examination, is a standardized examination that evaluates students' English proficiency. Its implementation has a direct impact on their English learning. On the basis of literature review, questionnaire survey, interview, and classroom observation, this study comprehensively adopts a data analysis method combining descriptive statistics and qualitative analysis to explore the backlash effect of the National Talent Examination on student English learning, that is, to clarify the impact of ETIC on student English learning, and how to promote student learning through exam feedback.

AN ANALYSIS OF RECENT STUDIES IN ENGLISH EDUCATION IN CHINA USING AN APPLICATION OF BIG DATA IN ENGLISH TEACHING

With the continuous advancement of science and technology, education has entered the era of big data based on computer network technology, powerful cloud storage technology, and computational analysis technology. The era of big data is changing society at a rapid pace. Big data can transform how we teach English, the dominant position in English teaching, the evaluation methods of English teaching, and education in general. Big data can also be applied to the remote teaching of English history, teaching party history, and English exam history in the English classroom. By applying big data to the history of English teaching, we can significantly improve China's English teaching industry and promote the reform of China's education industry. English is a universal language in today's globalized world, and it has become even more critical. Therefore, English teaching should be reformed towards application, and learning English can be a tool that significantly impacts people's lives, especially in the context of China, where English is not the first language (L1).

Students' Attitudes towards Using the Group Work Strategy in Developing their Performance in the English Exam in Al-Methaq Secondary School in Marib

هدفت هذه الدراسة إلى التعرف على اتجاهات الطلبة نحو استخدام استراتيجية العمل الجماعي في تطوير أدائهم في امتحان اللغة الإنجليزية بمدرسة الميثاق الثانوية بمحافظة مأرب. استخدمت الدراسة المنهج الوصفي مع التصميم الكمي لتحقيق أهدافها. تكونت عينة الدراسة من (40) طالباً من طلاب الصف الاول ثانوي بمدرسة الميثاق الثانوية بمدينة مأرب، تم اختيارهم بالطريقة العشوائية كعينة للدراسة. تم توظيف استراتيجية العمل الجماعي في تدريس وتعلم اللغة الإنجليزية لمدة 7 أسابيع في نهاية الفصل الدراسي الثاني من العام الدراسي (2022- 2023). ولجمع البيانات تم استخدام استبيان مغلق واعتمد الاستبيان على مقياس ليكرت الخماسي لفحص اتجاهات الطلبة نحو استخدام استراتيجية العمل الجماعي في تطوير تحصيلهم في امتحان اللغة الإنجليزية. وتم التأكد من صدق وموثوقية الأداة. تم تحليل البيانات التي تم جمعها باستخدام برنامج الحزمة الإحصائية للعلوم الاجتماعية (SPSS). وأظهرت النتائج أن الطلاب لديهم اتجاهات إيجابية عالية نحو استخدام استراتيجية العمل الجماعي في تطوير أدائهم في امتحان اللغة الإنجليزية. أظهرت نتائج الدراسة الحالية أن غالبية الطلاب متفقون على أن استراتيجية العمل الجماعي هي استراتيجية فعالة. وأخيراً أوصت الدراسة بضرورة تطبيق استراتيجية العمل الجماعي وغيرها من استراتيجيات التعلم النشط في تعليم وتعلم اللغة الإنجليزية لتحقيق نتائج أفضل في أداء الطلاب في اللغة الإنجليزية.

Speech recognition sensors and artificial intelligence automatic evaluation application in English oral correction system

In China, although many college students have achieved good results in English exams, their oral proficiency is relatively weak. With the rapid development of internet information technology, the use of speech recognition technology to improve English oral pronunciation learning has become a research hotspot. The goal of this article is to design a system based on speech recognition and speech synthesis to help learners improve their oral pronunciation. By automatically evaluating learners' pronunciation accuracy and providing targeted correction and training, the system aims to improve learners' pronunciation level. This article adopts the principles and algorithms of speech recognition and speech synthesis. Through speech recognition technology, the system can convert learners' oral recordings into text and evaluate accuracy. By utilizing speech synthesis technology, the system can generate corrected audio based on correction rules to assist learners in pronunciation training. By evaluating and correcting real learners' oral recordings, the system can accurately evaluate learners' pronunciation accuracy and generate targeted corrected audio. Through systematic training and practice, learners' pronunciation level has been effectively improved.

The Grass Ceiling: Hidden Educational Barriers in Rural England

Rurality is rarely integrated into analyses of educational inequalities and this article presents an alternative perspective on rural–urban attainment and highlights the impact of rurality on educational outcomes. The traditional narrative of urban–rural educational disadvantage is that urban pupils do less well in the English exam system. Decontextualised data across different English exam performance measures demonstrate how rural pupils outperform their urban counterparts. Socioeconomic disadvantage (SED) has the most significant impact on attainment and this analysis explores the rural–urban attainment gap through this SED lens. An analysis of the Department for Education (DfE) data explores possible factors that might explain the emerging rural educational gap and presents an argument that rurality is another limiting factor that intersects with SED. This article demonstrates how rural underachievement in England has been hidden by the relative sizes and SED distribution of rural and urban populations.

外语学习无聊情绪与外语成绩关系探究

The “affective turn” and “positive turn” in applied linguistics have brought positive psychology into the field of SLA, making emotion studies a focal point. This study, framed within positive psychology and Complex Dynamic Systems Theory, analyzes boredom, the scores of college entrance examination and the English final exam scores for 369 non-English majors in Class B and 75 in Class C. Results indicate:1) Class C students’ foreign language learning boredom is significantly lower than Class B, while their English exam scores are significantly higher. 2) Class B students’ foreign language learning boredom is significantly negatively related to English exam scores. This study suggests that students with different language proficiency exhibit differences in foreign language learning boredom, and boredom negatively influences academic achievements. College English tiered teaching should align with the dynamic emotional development of students, fostering emotional intelligence to improve students’ academic achievements and personal well-being.

Best Practices of Working with the Text: Evaluating GCSE English Exam

Best Practices of Working with the Text: Evaluating GCSE English Exam

The Relationship between Senior High School Students’ Foreign Language Learning Boredom and English Achievement

This study aims to examine how Foreign Language Learning Boredom (FLLB) is related to foreign language achievement of Chinese senior high school students in an English as a foreign language context. Informed by the control-value theory, the questionnaire of FLLB was administered to 128 senior high school Chinese students in grade one. Analysis of the questionnaire data and the final English exam scores shows that FLLB among senior high school students in China was at a medium level. Specifically, of the seven dimensions, the level of PowerPoint presentation boredom was the highest, while the level of Teacher-dislike boredom was the lowest; a negative correlation was found between students’ FLLB and English achievement. Of seven dimensions, foreign language classroom boredom, under-challenging task boredom, homework boredom, general learning trait boredom, and over-challenging or meaningless task boredom were significantly relevant to English final exam scores. Moreover, FLLB contributed significantly to the negative prediction of English test scores.

Best Practices of Working with the Text: Evaluating GCSE English Exam

Best Practices of Working with the Text: Evaluating GCSE English Exam

Research on Content Validity of Reading Comprehension of Zhongkao English Exam from 2020-2023 in Shaoxing, Zhejiang

Research on Content Validity of Reading Comprehension of Zhongkao English Exam from 2020-2023 in Shaoxing, Zhejiang

Design of TOEFL English Exam Simulation Application Model for Trisila Dharma Polytechnic Student Environment

The Language Training Unit is a forum for an institution to manage language-related activities. In improving the quality of an educational institution, the need for performance is very much considered. Language Training Unit which aims to improve the quality of students in terms of language understanding. Multilingual skills in the Trisila Dharma Polytechnic environment need to be developed, especially for students and all teaching staff in the environment. The need for TOEFL implementation is one of the considerations of Trisila Dharma Polytechnic, where the function and benefits of TOEFL have become one of the obligations of most universities in Indonesia. This language skill can also be used as a companion to a diploma in accordance with Indonesian regulations, namely through the Ministry of Education and Culture Institution no. 81 of 2014. This background underlies the design of the TOEFL test simulation application at the Trisila Dharma Polytechnic Language UPT. The author used observation, interview, questionnaire, and literature study techniques to collect data. The system development method used is the waterfall method. This application can be used to make TOEFL implementation easier, especially the type of assessment that uses website-based information technology.

Study of an Automatic Marking Algorithm for Subjective Questions in College English Exams Based on Deep Learning

Study of an Automatic Marking Algorithm for Subjective Questions in College English Exams Based on Deep Learning

A Study on an Intelligent Algorithm for Automatic Test Paper Generation and Scoring in University English Exams

This paper mainly studied the automatic test paper generation and scoring problems in university English exams. Firstly, an automatic test paper generation model was established. Then, an improved genetic algorithm (IGA) was designed for intelligent test paper generation, and it was also used to automatically score answers to Chinese-to-English translation questions in terms of syntax and semantics. It was found that compared with the traditional GA and particle swarm optimization algorithm, the IGA method was faster in generating test papers, with an average generation time of 25 s, and had a higher success rate (94%), suggesting higher validity, and the difficulty and differentiation degrees of the test papers were closer to the preset values. The results of automatic scoring also had a correlation of more than 0.8 with the manual scoring results. The results prove the effectiveness of the automatic test paper generation and scoring method. It can be promoted and applied in practice to enhance the security and fairness of large-scale English exams, as well as achieve objectivity and consistency in scoring.

Exploring language needs of college transfer students with learning analytics: towards a more equitable experience

College transfer students are those who follow a different trajectory in their higher education journeys than traditional students, completing a sub-degree before pursuing a bachelor’s degree at a university. While the possibility of transferring makes higher education accessible to these students, previous studies have found that they face various challenges, from issues with course load to language challenges. This study aims to examine (1) the critical factors contributing to the success of transfer students in a language course; and (2) how transfer students perform better or worse than those who enter university directly. This study conducted learning analytics with 700 college transfer students in Hong Kong, retrieving their demographic and learning data from the learning management system and the university academic registry. The results suggest that English exam scores, current semester GPA, graduating GPA at community college and current course load are important predictors of transfer students’ success in language courses. This study also finds that transfer students have lower levels of language proficiency than direct entrants. It concludes with specific recommendations to make higher education more accessible to transfer students and suggestions on how to use learning analytics to track students with different trajectories.