FACTORS INFLUENCING LEARNERS' SUCCESS RATE IN UPPER-INTERMEDIATE LANGUAGE COURSES

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

FACTORS INFLUENCING LEARNERS' SUCCESS RATE IN UPPER-INTERMEDIATE LANGUAGE COURSES

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

FACTORS INFLUENCING LEARNERS' SUCCESS RATE IN UPPER-INTERMEDIATE LANGUAGE COURSES

Popis výsledku anglicky

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.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50300 - Education

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

EDULEARN21 Proceedings, 13th International Conference on Education and New Learning Technologies

ISBN

978-84-09-31267-2

ISSN

2340-1117

e-ISSN

—

Počet stran výsledku

9

Strana od-do

10448-10456

Název nakladatele

IATED Academy

Místo vydání

Palma, Spain

Místo konání akce

Palma, Spain

Datum konání akce

7. 5. 2021

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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