The development of electronic-based English proficiency test for tertiary-level students

Abstract

The objectives of this study were to develop an electronic-based English proficiency test for tertiary-level students; and assess its usability in four categories including System Use, Learning Impact, User's Opinion, and Design of the Test. The clustered random sampling was applied and 355 freshmen students were selected as a sample group. The quantitative data were collected through the use of 5-point Likert scale questionnaire and an electronic-based English Proficiency Test using MOODLE. The qualitative data were collected by conducting focus group interview. Three sessions of pilot tests were carried out for the validity and the reliability of the instruments. The quantitative data were analyzed and interpreted using descriptive statistics: mean and standard deviation whereas the qualitative data were analyzed and interpreted using thematic analysis. The results revealed that the students in a sample group rated all items of the questionnaire concerning the development and the usability of the electronic-based English proficiency test in a high level of agreement with the total mean (x̅) score of 4.27 and SD of 0.27. Interestingly, the total mean (x̅) score of the students’ level of agreement on Design of the Test was considered as of the highest among all four categories with the total mean (x̅) score of 4.33 and SD of 0.71. The total mean (x̅) score by the students on System Use was rated as of the second high with the total mean (x̅) score of 4.30 and SD of 0.75. The total mean (x̅) scores of students’ agreement level on User’s Opinion and Learning Impact were also rated as of the high level with the total mean (x̅) scores of 4.25 and SD of 0.81; and of 4.18 and SD of 0.67, respectively. The students’ total mean score of the electronic-based English proficiency test was 42.25 with SD of 9.98. Here, the mean score of the Listening part (x̅=22.31, SD=5.18) was slightly higher than the mean score of the Reading part (x̅=19.93, SD=5.63), resulting in the mean difference of 2.38. The results of qualitative data analysis notably showed that the students preferred the electronic-based test than the traditional paper-based one since it was convenient, time-saving, and resource management efficient with security, prompt feedback, and less pressure. Therefore, it would not be exaggerating to claim that the electronic-based English proficiency test may be a new, alternative, ideal, and practical trend of the test which was appropriate for the new normal education and this would subsequently provide more fruitful students’ achievement and learning outcomes in English language proficiency now and in the future