The Effect of Goal Setting Based on China’s Standard of English Proficiency Scales on Reading Achievement

Abstract

Language proficiency scales (LPS) are widely used in testing and assessment. Research on how to apply LPS in guiding learning, especially in terms of goal setting, is limited. Goals based on LPS can guide students’ learning, diagnose their problems, and provide a benchmark for achievement assessment. Mixed methods were used to investigate the effect of goal setting on reading achievement and students’ experience of the new approach. China’s Standard of English Proficiency Scales (CSE)-based goals were used to guide students’ reading. The quasi-experiment revealed that students’ test scores were significantly improved; the interview proved that students were generally positive about this way of learning. This study is significant in tapping the more profound value of LPS and has some enlightenment in language learning. The small sample size is one limitation of this study. Students’ achievements and engagement should be examined in future research.

Moroccan Efl University Students’ Reliance on Goal-Setting and Background Knowledge in Processing English (L3) Written Texts: An Exploratory Case Study

“…It is an essential signpost that directs readers towards the achievement of textual understanding. Many reading researchers and specialists (e.g., Al-Bataineh, et al, 2019;McCrudden & Schraw, 2007;Zhu, et al, 2023) have accorded intrinsic value to this higher-order strategy of goalsetting. According to McCrudden and Schraw (2007), "readers frequently establish reading goals to meet particular task demands" (p.113).…”

Gender differences in college students’ achievement in teaching English as a foreign language using inquiry-based learning

“…Amukune and Józsa (2023) stated that poverty has a greater impact on academic performance than ev en cocaine use during pregnancy. Other external factors include school and environmental, characteristics, socioeconomic status (Kao, 2023), parental involvement (Hooli et al, 2023), principal leadership style (Amukune & Józsa, 2023), teacher and student engagement (Giles & Yazan, 2023) and method of instruction (Zhu et al, 2023). Inequalities in learning achievement may arise for a variety of reasons, including inequalities in cognitive capacity, socioeconomic status, teacher efforts, school atmosphere and student motivation.…”

“…It has been demonstrated by some researchers that a good school's practice depends on having good teachers (e.g., (Abid, Aslam, Alghamdi, & Kumar, 2023;Alzaanin, 2023;Giles & Yazan, 2023)). According to Zhu, Mofreh, and Salem (2023), teaching is difficult because it requires a deep understanding of how pedagogy and context are intertwined and careful decision-making. As a result, the majority of classroom instruction is still provided by traditional institutions which deters students from asking too many questions.…”