Language Testing in China: Past and Future

Li, Xuelian

doi:10.5539/elt.v12n12p67

Cited by 3 publications

(4 citation statements)

References 25 publications

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“…The history of exams and tests in China can be traced back to the imperial period some 2000 years ago (202 BC-220 AD) (Bai, 2020). The early 1980s witnessed the principles and practice of modern tests in China, following reform and opening-up policy and the National College Entrance Examination (NCEE) scheme, commonly referred to as Gaokao (Li, 2019). Examination in China is generally hailed as an effective and unbiased approach to selecting talents, enhancing teaching quality, and even fighting against outright corruption and nepotism in allocating limited societal resources (Yan & Fan, 2020;Zhang, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…As China has seen growing participation in the international community, English is increasingly significant for English as a Foreign Language (EFL) learners at all stages of education (Jin, 2010). The Chinese Ministry of Education (MOE) has organized many different Fan examinations at both provincial and national levels, including the College English Test (CET) and Test for English Majors (TEM) (Li, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Comparison of test performance on paper-based testing (PBT) and computer-based testing (CBT) by English-majored undergraduate students in China

Iwashita

2021

Lang Test Asia

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Computer-based testing (CBT), which refers to delivering assessments with computers, has been widely used in large English proficiency tests worldwide. Despite an increasing CBT in China, limited research is available concerning whether CBT can be used for the Test for English Majors-Band 4 (TEM 4). The current study investigated whether testing mode impacted TEM 4 score and factors (i.e., computer familiarity level and attitude towards CBT) that might correlate with performance on CBT of TEM 4. Overall 92 Chinese undergraduate students were randomly assigned to one of the groups, i.e., CBT or paper-based testing (PBT), and took the test. A mixed method was employed, including (1) quantitative and qualitative analysis of test performance in two modes, as well as CBT group participants’ computer familiarity and attitudes towards the mode; and (2) thematic analysis of semi-structured interviews. The results revealed that (1) test scores in CBT and PBT were comparable; (2) two items in the computer familiarity questionnaire, i.e., comfort level of reading articles on the computer and forgetting time when using computers, positively correlated with CBT scores; and (3) participants’ attitude towards CBT did not impact test performance.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Comparison of test performance on paper-based testing (PBT) and computer-based testing (CBT) by English-majored undergraduate students in China

Iwashita

2021

Lang Test Asia

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“…The nation had been almost entirely closed to the outside world for decades, and the level of development did not allow for the importation of large numbers of qualified instructors. An additional factor that undoubtedly formed (and continues to form) China English is the emphasis on high-stakes standardised testing in the country's educational system (Li, 2019).…”

Section: Understanding and Adapting To The Plurality Of Englishesmentioning

confidence: 99%

Teacher as Nomad, Teacher as Emissary: Peripatetically Negotiating Temporality, Locality, and Culture Across Transnational Knowledge Spheres

Goble

2023

EJES

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The international teacher—one who is teaching in a foreign land or teaching foreign students in his own country—is at a nexus of cultures, subject-specific knowledge, geopolitics, and economics. Globalisation of the higher education employment market, increases in overseas study rates, the advent of English as a dominant language of education and research, and the expansion of remote/distance learning have expanded opportunities for the sharing of information and ideas by educators and students. At the same time, these trends pose challenges that cannot be ignored by the physically, pedagogically, or virtually peripatetic teacher. This paper will consider the balancing act undertaken by teachers of Western origin (or educational provenance) who teach primarily or exclusively in English and who provide instruction to non-Western students either in Western or non-Western institutions, in-person or online. It will eschew contemporary neo-colonialist and neoliberal assumptions of knowledge transmission and development, reframing these experiences, obstacles, and opportunities within the historical narrative of the Indo-European knowledge exchange; the ancient tradition of itinerant preachers, mendicants, scholars, and schoolmasters; and the multi-polarisation of world power. Finally, teachers will be presented with a means of developing historically and culturally informed, robust, expedient, and sensitive didactic and discoursive techniques. Article visualizations:<img src="/-counters-/edu_01/0222/a.php" alt="Hit counter" />

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“…Therefore, students and their teachers need to be trained regarding technologies, and their needs and problems related to online assessment should be addressed, and they should be confident and competent as well (X. Li, 2019;Zhang, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Virtual Assessment in English Language Teaching during COVID-19 Pandemic: Challenges and Considerations in Bangladesh Perspectives

Haque¹,

Hossain

2022

scr. j. j. linguist. engl. teach.

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Background: This study examines the methods of assessing the learners of English Language Teaching (ELT) learners virtually, obstacles both the teachers and students face in virtual assessment, the kind of renovations both teachers and learners have to accommodate for effective virtual assessment, and the imperative suggestions they have in terms of more fruitful and plausible assessment during COVID-19-like pandemics in the context of Bangladesh. Methodology: 10 teachers and 21 students from 5 renowned private universities in Bangladesh participated in the study. And it applied a mixed-method approach consisting of both qualitative and quantitative research methods. Findings: The findings of the study revealed that all the teachers and students go through virtual assessment during the COVID-19 lockdown; the majority of them use Zoom Meeting App and Google Classroom for both summative and formative assessments in the form of mostly virtual viva voce, online assignment, and presentation; virtual assessment is time and money-saving, and has scheduled benefits; its disadvantages include, mainly, unstable internet connection across the country; and most suggest for both teachers’ and students’ training in dealing with technological devices and apps used for virtual assessment. Conclusion: The major results of the research suggest that virtual assessment in ELT in the Bangladeshi context requires substantial technological modifications and renovations. Originality: Since online assessment in ELT, like other academic disciplines, is in function in Bangladesh, better decisions on assessment methodology and, logically, more appropriate assessment policies can be formed. Conforming to this purpose, this research aims to unearth the existing challenges both teachers and learners encounter in virtual assessment and modifications recommended by them.

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Language Testing in China: Past and Future

Cited by 3 publications

References 25 publications

Comparison of test performance on paper-based testing (PBT) and computer-based testing (CBT) by English-majored undergraduate students in China

Comparison of test performance on paper-based testing (PBT) and computer-based testing (CBT) by English-majored undergraduate students in China

Teacher as Nomad, Teacher as Emissary: Peripatetically Negotiating Temporality, Locality, and Culture Across Transnational Knowledge Spheres

Virtual Assessment in English Language Teaching during COVID-19 Pandemic: Challenges and Considerations in Bangladesh Perspectives

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