English Benchmark Policy for Graduation in Taiwan’s Higher Education: Investigation and Reflection

Chu, Hsiu Yu; Yeh, Hsi Nan

doi:10.17507/jltr.0806.06

Cited by 5 publications

(2 citation statements)

References 9 publications

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“…It helps key stakeholders including HEIs, teachers and administrators to re-evaluate their curriculums and make necessary adjustments. Congruent with other empirical evidence (Tsai & Tsou, 2009;Shih, 2012Shih, , 2013Chu & Yeh, 2017;Wu & Lee, 2017) contextualised in China and Taiwan, Nhan (2013)'s study reveals that the implementation of high-stakes English proficiency tests facilitates both students' positive perceptions and intrinsic motivation of improving their English competence and having brighter prospects for their future career and further education.…”

Section: The Impacts Of High-stakes English Proficiency Testing On Lementioning

confidence: 73%

An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

Pham

Bui

2019

Lang Test Asia

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Despite the wide implementation of English graduation benchmark policy in Vietnam, students' voices on this one-size-fits-all policy have still been under-researched and under-represented. The purpose of this research, therefore, is twofold. The first is to examine whether any differences actually exist among Northern, Central and Southern Vietnamese students' voices on the policy because these three regions represent heterogeneous characteristics ranging from cultures to English learning conditions to socioeconomic backgrounds. The second is to investigate how these students at elementary, intermediate and upper intermediate levels perceive the policy. Drawing a sample of 902 students in these three regions, the study adopted a quantitative approach in the form of a questionnaire survey. One-way analysis of variance (ANOVA) and Hochberg's GT2 post hoc tests yielded significant differences in students' voices on the 'Benefits' and 'Anxiety' factors. Following the English proficiency levels in each region, a multivariate analysis of variance (MANOVA) and the Bonferroni method also showed variations in students' voices on the 'Benefits', 'Anxiety' and 'Test-oriented learning' factors. The findings hope to give dissenting voices to stakeholders including the Ministry of Education and Training (MOET), policy makers, higher education institutions (HEIs) and teachers to adjust the policy and come up with innovative pedagogical strategies.

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Section: The Impacts Of High-stakes English Proficiency Testing On Lementioning

confidence: 73%

An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

Pham

Bui

2019

Lang Test Asia

View full text Add to dashboard Cite

show abstract

“…Following the 2005–2008 Administration Guidelines by the Ministry of Education (MOE) of Taiwan (see more discussions in Chu & Yeh, 2017 ), the target school of the current study set an English benchmark for college undergraduates with a threshold of CEFR-B2. The criterial proficiency level for regular classes approximates to B2, while developmental classes target students at the level of B1 or below.…”

Section: Resultsmentioning

confidence: 99%

Using the English GSAT for placement into EFL classes: accuracy and validity concerns

Liao

2022

Lang Test Asia

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The English General Scholastic Ability Test (GSAT), a nationwide high-stakes college entrance exam in Taiwan, has commonly served as a placement test for streaming college freshmen into EFL classes. There has, however, been scant research reported on the feasibility of using an admission test for EFL placement. This study aims to investigate the accuracy and validity of placement decisions being made using the English GSAT scores, with a focus on its relations with the General English Proficiency Test (GEPT) and students’ subsequent performance in class. Quantitative data, including the English GSAT scores, the GEPT High-Intermediate Listening and Reading scores, and the English final course grades, were collected and statistically analyzed from four EFL classes with a total of 100 students at a university in Taiwan. The English GSAT was found to function well to place students into distinctively lower or higher level of EFL classes but did not discriminate well for the borderline cohort. A three-level placement using the English GSAT appeared to be a better differentiation between each proficiency cluster. High achievers in the English GSAT appeared to perform better on the GEPT listening and reading tests than did low achievers. Yet, apart from the GEPT reading test, the English GSAT yielded weak predictive power of student course attainment, which seemingly varied across classes, hinging on course designs and grading policies. Implications drawn from the results of the investigation were further discussed.

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Beyond technocentrism: Improving Lower-Achiever's English Listening Performance by Using Mobile-Assisted Language Learning on University of Technology students

Hu¹,

Hsu²

2021

2021 the 11th International Conference on Information Communication and Management

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English Benchmark Policy for Graduation in Taiwan’s Higher Education: Investigation and Reflection

Cited by 5 publications

References 9 publications

An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

Using the English GSAT for placement into EFL classes: accuracy and validity concerns

Beyond technocentrism: Improving Lower-Achiever's English Listening Performance by Using Mobile-Assisted Language Learning on University of Technology students

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