The Impact of International Proficiency Tests on Language Teaching and Motivation: A Case Study

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15

Case Studies; Language Tests; Language Proficiency; Second Language Learning; Second Language Instruction; Learning Motivation; Applied Linguistics; Decision Making; Student Placement; Teaching Methods; Student Attitudes; Teacher Attitudes; Language Teachers; Foreign Countries; Achievement Tests; Testing Problems; Construct Validity; Content Validity; Grade 5; Grade 6; Elementary School Students; Oral Language; English (Second Language); Correlation; Student Motivation

1916-4742

This case study of Al-Aqsa School attempts to show that Cambridge Young Learners English Tests (YLE) may hurt learners' motivation and teaching process. The paper aims to highlight the adoption of Cambridge YLE proficiency tests and explore learners and teachers' perception of those tests. Also, providing alternative yardstick measures learners' performance. Combination of a questionnaire, interviews and observation of Cambridge YLE, Movers and Flyers tests were used to collect the data. The evidence presented in this paper suggested that there was a necessity for English language teachers to motivate and prepare pupils of YLE tests at the primary stage. Otherwise, the School should reconsider administering the YLE tests at this fundamental level. The paper recommended progressively institutionalised scholastic accomplishment tests, alongside placement tests at the beginning of the school academic year. The findings should make an essential contribution to the field of applied linguistics and help decision-maker at Al-Aqsa School to take appropriate decisions.

As Provided

2019

EJ1228013