Test review: GEPT: General English Proficiency Test

Roever, Carsten; Pan, Yi-Ching

doi:10.1177/0265532208090159

Cited by 48 publications

(27 citation statements)

References 1 publication

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“…After students read each short essay, they were asked to complete a reading comprehension test. (Roever & Pan, 2008). An example of the short essay and a reading comprehension test are provided in Appendix 3 and 4, respectively.…”

Section: Description Of Efl Reading Materials and The Comprehension Testmentioning

confidence: 99%

A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension

Chang

Hsu

2011

Computer Assisted Language Learning

144

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This research introduced mobile devices into an intensive reading course and allowed functions that are usually found only in the language laboratory to be easily and flexibly utilized in the general classroom. To enhance and improve the reading comprehension of English as a foreign language (EFL) readers, a computer-assistedlanguage-learning (CALL) system for use on PDAs, integrating an instant translation mode, an instant translation annotation mode, and an instant multiusers shared translation annotation function was developed to support a synchronously intensive reading course in the normal classroom. Experiments were conducted to analyze the usage of the system, including the attitude and satisfaction of users. Moreover, the study determined the optimum number of users in each group for the system to work most efficiently, and for students to improve their reading comprehension. Experimental results indicated that those students who were grouped into twos, threes, and fours had significantly higher levels of comprehension than individual students, but those grouped into fives did not. Overall, on average around 70% of the students agreed that the system was useful, 75% of the students agreed that the system was easy to use, and 66% of the students perceived satisfaction with the system. The user intentions were also further analyzed in light of a path analysis method.

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Section: Description Of Efl Reading Materials and The Comprehension Testmentioning

confidence: 99%

A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension

Chang

Hsu

2011

Computer Assisted Language Learning

144

View full text Add to dashboard Cite

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“…The GEPT, commissioned by the Minister of Education in Taiwan (Roever and Pan, 2008), was developed in 1999 to evaluate test-takers' English proficiency. It was found to be highly reliable (Shih, 2008a;2008b), mostly in the high range (alpha = 0.8).…”

Section: Reading Comprehension Of the General English Proficiency Tesmentioning

confidence: 99%

Test Anxiety and Foreign Language Reading Anxiety in a Reading-Proficiency Test

Цай¹

2012

Journal of Social Sciences

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Problem statement:The impact of foreign-language anxiety has been researched with respect to the reading domain; however, how it affects reading proficiency in relation to test anxiety in a test situation is yet to be explored. Approach: This study investigated possible relationships between test anxiety, foreign language reading anxiety and English reading proficiency by using scales published in previous studies. A total of 302 EFL college freshmen enrolled in Freshman English were assessed with the Test Anxiety Scale, the Foreign Language Reading Anxiety Scale and a readingproficiency test. Data were analyzed by means of Pearson's product-moment correlations and independent-samples t-tests. Results: Several findings were reported. First, English reading proficiency was found negatively related to test anxiety and foreign language reading anxiety. Second, test anxiety was found correlated positively with foreign language reading anxiety. Third, the readingproficiency difference between Low Anxiety Testees and High Anxiety Testees did not reach a significance level. Fourth, the reading-proficiency difference between Low Anxiety Readers and High Anxiety Readers did not reach a significance level, either. Conclusion/Recommendations: It was possible that the sample sizes may not be enough to make the reading-proficiency difference between LAT and HAT or between LAR and HAR reach a significance level. In addition, the readingproficiency test in the form of multiple-choice questions could not have differentiated low anxiety participants from high anxiety ones. In the future, the number of participants should be increased to increase the power of the statistical procedure. In addition, various reading-proficiency assessments should be considered.

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“…GEPT contains five levels called Elementary, Intermediate, High Intermediate, Advanced, and Superior. Statistical results show that most of the senior high school students in Taiwan are at the Elementary and Intermediate levels (Roever & Pan, 2008); therefore, this study used the terms of the three lower difficulty levels, Elementary, Intermediate and High Intermediate.…”

Section: Introductionmentioning

confidence: 99%

Learning motivation and adaptive video caption filtering for EFL learners using handheld devices

Hsu¹

2014

ReCALL

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The aim of this study was to provide adaptive assistance to improve the listening comprehension of eleventh grade students. This study developed a video-based language learning system for handheld devices, using three levels of caption filtering adapted to student needs. Elementary level captioning excluded 220 English sight words (see Section 1 for definition), but provided captions and Chinese translations for the remaining words. Intermediate level excluded 1000 high frequency English words, but provided captions for the remaining words, and 2200 high frequency English words were excluded at the high intermediate caption filtering level. The result was that the viewers were provided with captions for words that were likely to be unfamiliar to them. Participants in the experimental group were assigned bilingual caption modes according to their pre-test results, while those in the control group were assigned standard caption modes. Our results indicate that students in the experimental group preferred adaptive captions, enjoyed the exercises more, and gained greater intrinsic motivation compared to those in the control group. The results confirm that different students require different quantities of information to balance listening comprehension and indicate that the proposed adaptive caption filtering approach may be an effective way to improve the skills required for listening proficiency.

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Test review: GEPT: General English Proficiency Test

Cited by 48 publications

References 1 publication

A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension

A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension

Test Anxiety and Foreign Language Reading Anxiety in a Reading-Proficiency Test

Learning motivation and adaptive video caption filtering for EFL learners using handheld devices

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