FACTORS INFLUENCING LEARNERS' SUCCESS RATE IN UPPER-INTERMEDIATE LANGUAGE COURSES
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60162694%3AG38__%2F25%3A00557084" target="_blank" >RIV/60162694:G38__/25:00557084 - isvavai.cz</a>
Result on the web
<a href="https://library.iated.org/view/JONAKOVA2021FAC" target="_blank" >https://library.iated.org/view/JONAKOVA2021FAC</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/edulearn.2021.2163" target="_blank" >10.21125/edulearn.2021.2163</a>
Alternative languages
Result language
angličtina
Original language name
FACTORS INFLUENCING LEARNERS' SUCCESS RATE IN UPPER-INTERMEDIATE LANGUAGE COURSES
Original language description
This paper is aimed at identifying the extent to which the entrance knowledge of English is a precondition for passing final exams in level 3 (professional) English courses, in which a task-based approach to teaching and learning foreign languages is applied. The research is based on data collection carried out between the academic years of 2012 and 2019 at the Language Centre of the University of Defence in Brno. The data include the learners’ entry American Language Course Placement Test (ALCPT) scores as well as their final exam results (passing all language skills at level 3). Moreover, the data comprise success rates in particular productive and receptive language skills. The findings based on the data analysis indicate that an entrance placement test score between 91 and 100 appears to be an acceptable prerequisite to success in both intensive and upgrade courses, taking into consideration that the level 3 course success rate stated by the Ministry of Defence is 50 %. An ACLPT score range of 81-90 may be considered sufficient for learners tasked with achieving level 3 proficiency in only some language skills, primarily in receptive areas. Nevertheless, from the authors’ point of view, entrance ALCPT scores are not fully relevant because ALCPTs focus exclusively on assessing receptive skills only to a certain extent, which is not in compliance with the entrance requirements for listening and reading comprehension at the upper-intermediate level. Moreover, there is a lack of any entrance assessment of speaking and writing ability, although speaking and writing constitute half of the final examinations. Based on the above-mentioned facts, the authors suggest complementing the ALCPTs with testing productive skills at the upper-intermediate level.
Czech name
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Czech description
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Classification
Type
D - Article in proceedings
CEP classification
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OECD FORD branch
50300 - Education
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2021
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Article name in the collection
EDULEARN21 Proceedings, 13th International Conference on Education and New Learning Technologies
ISBN
978-84-09-31267-2
ISSN
2340-1117
e-ISSN
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Number of pages
9
Pages from-to
10448-10456
Publisher name
IATED Academy
Place of publication
Palma, Spain
Event location
Palma, Spain
Event date
May 7, 2021
Type of event by nationality
WRD - Celosvětová akce
UT code for WoS article
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