A Comparative Study of Placement Test (PT), Proficiency Scores (PRS) and Students’ Self Perception of English Language Skills in A University in United Arab Emirates (Published)
As Educators it is vital to learn the limitations, and requirements of the students and design or revise a curriculum to fill the lacunae. This study aimed to compare the students’ performance in their proficiency and placement tests and their own self perception of their English language skills. The study was conducted in RAK Medical and Health Sciences University located in The United Arab Emirates. The participants were first year students from Medicine, Pharmacy, Dental and Nursing colleges. Questionnaires were distributed among the students to analyse their needs in their English course. The results are compared to their proficiency and placement test results and needs analyses tries to find areas of weakness or strength of the students to tailor courses according to their needs or to provide the students with suitable instruction. The results of the questionnaires showed that students’ self-perception of their skills corresponded with their expression of their linguistic requirements for their professions.
The present study attempted to capture the possible effects of using videos in assessing listening skill of EFL learners in placement tests. To carry out the study, 100 elementary, intermediate and advanced language learners who had registered for fall English classes were singled out by an OPT and were randomly assigned into two groups: an experimental group received oxford placement test, and a control group received video placement test, each group containing 50 subjects. All the subjects were assessed by a multiple-choice test based on video activity books named ‘Four Corners and English Result’. Finally, after administering the test, the data were analyzed by several correlations and independent t-tests. The results of the data analysis revealed that there was a significant difference in the performance of experimental and control groups; the participants of the experimental group performed better than the participants in the control group at the elementary, intermediate, and advanced levels. The findings demonstrated that the use of videos in assessing listening skill in placement tests of language institutes allowed the raters to sort the participants with more accuracy into different levels of language. In analyzing the participants’ attitude towards using video as a tool of assessment in placement tests, the results showed that the use of videos helped the participants overcome their test anxiety.