Although this research was carefully prepared, the limitations and shortcomings are unavoidable.
First of all, evaluating the alignment between the current achievement tests at QNTTC with the CEFR only based on the teachers’ comments. Moreover, the number of informants is limited (only 10 teachers) so the results may be not very reliable.
Second, in accordance with the CEFR (2001) all levels must consist of 4 skills:
listening, speaking, writing and reading. However, the current final achievement tests at QNTTC consist of only 2 skills: reading and writing and the writing section
47
also lacks some test items that are common in a standard one (writing a letter, an essay or a card and creating a story) so the result of the study is not sufficiently analysed.
Third, the evaluation of the current final achievement tests at QNTTC only based on the two random tests so it is not very reliable.
Lastly, within the scope of the current study, there was no chance for the author to deal with the designing of a new test in accordance with the standard one. This calls for further research.
This research has thrown up the following questions in need of further investigation.
First, further work needs to be done to investigate the teachers’ attitude to the standard test in accordance with the CEFR (PET – B1).
Second, a future study to evaluate the implementation of taking this test would be very necessary for the change and update to fit the teaching context at QNTTC.
Finally, it is hoped that the study of new tests that are equivalent to the standard one will be made.
48
REFERENCES
1. Allen, J.P.B and Corden,Pit, S. (1974). Techniques in applied Linguistics.
Oxford University Press.
2. Aik, K.C. (1983). Continuous Prose Writing Test for Business studies students.
(In) Guidelines: Periodical for Classroom Language teachers Classroom tests.
Crabbe, D.(Ed). Vol.5.Pp.72-75
3. Anastasi, A. (1982). Psychological testing. London: Macmillan.
4. Bachman, L.F (1990). Fundamental Considerations in Language Testing.
Oxford University Press.
5. Bachman, L.F. and Palmer, A.S., (1996). Language testing in Practice:
Designing and Developing Useful Language Tests. Oxford University Press.
6. Baker, D. (1989). Language Testing: A Critical Survey and Practical Guide.
London: Edward Arnold.
7. Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1990). Teaching English Foreign Language. London: Routledge Education Books.
8. Brown, F.G (1971). Measurement and Evaluation, Ilasca,III.:F.E., Peacock.
9. Brown, H.D (1994a). Teaching by Principles – An Interactive Approach to Language Pedagogy. Englewood Cliffs NJ: Prentice-Hall.
10. Brown, H.D (1994b). Principles of Language Learning and Teaching.
Englewood Cliffs NJ: Prentice-Hall.
11. Brown, J.D (1995). The Elements of Language Curriculum: A systematic Approach to Program Development. Boston, Massachusetts: Heinle & Heinle Publishers.
12. Carmen, P.B. (1995). (In) Coming to Grips with Progress Testing. In forum magazine, 33(3), 09-55.
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13. Carroll, B.J. (1968). The psychology of language testing. (In) A. Davies (Ed).
Language Testing symposium. A Psycholinguistic Perspective. London: Oxford University Press.
14. Carroll, B.J. and Hall, P.J. (1985). Make Your Own Language Tests: A Practical Guide to Writing Language Performance Tests. Pergamon, Oxford.
15. Council of Europe (2001): Common European Framework of Reference for Languages: learning, teaching and assessment. Cambridge: Cambridge University Press.
16. Davidson, F & Fulcher, G (2007). 'The Common European Framework of Reference and the design of language tests: A matter of effect', Language Teaching, 40, 231-241.
17. Hai, H.N. (1999). Reading Comprehension Tests for Intermediate Students at Hanoi University of Foreign Studies. Unpublished MA dissertation. Hanoi:
Hanoi University of Foreign Studies.
18. Harrison, A. (1983a). A Language Testing Handbook. Macmillan Publishers.
19. Harrison, A. (1983b). Communicative Testing Jam Tomorrow? (In) Current Developments in Language Testing. Hughes, A. & Porter, D. (Eds) London:
Academic Press.
20. Heaton, J.B. (1988). Writing English Language Tests. London: Longman.
21. Henning, G. (1987). A Guide to Language Testing. Cambridge: Newbury House Publishers.
22. Hughes, A. ( 1990). Testing for Language Teachers. Cambridge University Press.
23. Lauwerys, J.A., and Seanlon, D.G. (1969). The World Year Book of Education 1969. London: Evans.
24. McNamara, T. (2000). Language Testing. New York: Oxford University Press.
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25. Milanovic, M (2009). 'Cambridge ESOL and the CEFR', Research Notes, 37, 2-5.
26. Moore, K.D. ( 1992). Classroom Teaching Skills. USA: Mc Graw Hill, Inc.
27. Nga, N.P. (1997). Wash back effects of the International English Language Testing System at the Vietnam National University, Hanoi. Unpublished Ph.D.
thesis. The university of Melbourne: Australia.
28. Nga, N. P. (1999). MA (TESOL). Testing Programme. Hanoi: VNU, Hanoi College of Foreign Languages.
29. Penny Ur. 1996). A Course in Language Teaching: Practice and theory.
Cambridge Teacher Training and Development.
30. Read, J.A.S. (1983). What is a Good Classroom Test? (In) Guidelines A Periodical for Classroom Language Teachers. Classroom tests. Crabbe, D. (Ed).
Volum 5. No.1.Pp.1-7. Singapore: SEAMEO Regional Language Centre.
31. Sarah Cunningham, Peter Moor and Jane Comyns Carr. New Cutting Edge – Pre Intermediate. Longman Publishers.
32. Spiros Papagoergiou, Richard J. Tannnebaum, Brent Bridgeman, Yeonsuck Cho (2015). “The Association between TOEFL iBT Test Scores and the Common European Framework of Reference (CEFR) levels”. Research Memorandum.
33. Valette, R.M. (1977). Modern Language Testing. New York: Harcourt Brace Jovanovic Publishers.
34. Weir, C J (2005). 'Limitations of the Common European Framework for developing comparable examinations and tests'. Language Testing, 22, 281-300.
35. Announcement 681/TB-BGDĐT dated 30 May, 2013.
36. Decision 66/2008/QĐ – BGDĐT dated 2 December, 2008 of the Ministry of Education.
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37. Đề án chuẩn hóa năng lực ngoại ngữ cho Cán bộ và Sinh viên của Đại học Thái Nguyên giai đoạn 2013 – 2015 và 2016 – 2020 (2013).
38. English Grammar Profile [web-based software] by Council of Europe, retrieved October 1, 2015 from: http://www.englishprofile.org.english-grammar- profile/egp-online.
39. English Vocabulary Profile [web-based software] by Council of Europe,
retrieved October 1, 2015 from:
http://vocabulary.englishprofile.org/dictionary/search/uk.
40. CEF - Estim Grid by European Centre for Modern Languages (2010).
Retrieved November 2015.
41. Pearson Reading Maturity Metric Beta [web-based software] by Pearson
Education, retrieved October 1, 2015 from:
http://www.readingmaturity.com.rmm-web/#/
42. Using the CEFR: Principles of good practice. (2011). University of Cambridge, ESOL examinations.
I
APPENDIXES
APPENDIX 1: KEY POINTS FOR THIRD SEMESTER
Modules Contents
Module 8: Countries and cultures
Language focus 1: Using articles + Practice
Language focus 2: Quantifiers with countable and uncountable nouns + Practice
Vocab and reading: Geographical features + Pronunciation Task: Complete a map of New Zealand + Real life: Asking for and give directions + Pronun…
Writing: Giving written directions Study and Practise
Module 9: Old and new
Vocab and speaking: modern and traditional + Reading and speaking: The 1900 House
Language focus 1: may, might, will, definitely + Practice Language focus 2: Present tense after If, When, Before and other time words + Practice
Task: Facelift! + Wordspot: If Study and Practise
Module 10: Take care!
Vocabulary: Health and accidents Listening and speaking
Reading: Hazardous history
Language focus 1: used to + Practice
Language focus 2: Past continuous + Practice + Pronunciation
Task: Choose the hero of the year Writing
Module 11: The best things in life
Reading and vocabulary: Hobbies and interests + Pronunciation
Language focus 1: Gerunds (-ing forms) after verbs of liking and disliking + Practice
Language focus 2: Like doing and would like to do + Practice + Pronunciation
Task: Survey about the most important things in life +
II Wordspot: Like Study and Practise
Module 12: Got to have it!
Vocabulary: Everyday objects
Reading and vocabulary: The world’s most popular Language focus 1: Present simple passive
Language focus 2: Past simple passive
Real life: Making suggestions + Pronunciation Study and practice
Module 13: Choosing the right person
Vocabulary and speaking: Personal characteristics
Listening: Interview with the manager of Vacation Express Language focus 1: Present perfect continuous with how long, for, and since
Language focus 2: Present perfect continuous and Present perfect simple
Wordspot: how
Writing: Completing an application form Study and practice
Module 14: Money, money, money
Vocabulary and speaking: Money Reading: Money facts + Pronunciation Language focus 1: Past perfect
Language focus 2: Past time words + Practice Wordspot: make
Real life: Dealing with money Study and practice
III Module 15: Imagine
Reading: The story of a song Song: Imagine
Language focus 1: Conditional sentences with would Language focus 2: Will and would + Pronunciation Consolidation: Modules 11 – 15
IV APPENDIX 2
QUESTIONNAIRE FOR NON-ENGLISH MAJORS AT QNTTC
The reason behind questionnaire is to find out how to design a suitable English achievement test for non-English majors at Quang Ninh Teacher Training College (QNTTC). Your assistance in completing this questionnaire would be highly appreciated and of great used to my study. You can be confident that you will not be identified in any discussion of the data.
Please respond to each statement or question and complete all of them as frankly and accurately as possible. Thank you very much for your valuable contribution!
Please tick or write your answers where necessary (more than one option may be needed) and return it by 15/4/2015.
1. How long have you been learning English?
A. 1 - 3 years B. 4 - 6 years C. 7 - 10 years D. > 10 years 2. How important is English for your future career?
A. Very important B. Quite important C. Not very important D. Not important at all
Reasons:...
...
3. What is the percentage of your accomplishment of a test?
A. 0% -20%
B. 20%- 50%
C. 50%-80%
D. 80%-100%
Reasons:...
...
4. What difficulty/difficulties do you meet when you do the test?
A. Vocabulary (new and learnt)
B. Grammatical structures (new and learnt)
V
C. Many different types of test items D. The phonetics
Reasons:...
...
3. Are you interested in reading and answering questions?
A. Yes B. No
Reasons:...
...
4. Are you interested in making up sentences using the prompts?
A. Yes B. No
Reasons:...
...
5. Are you interested in correcting the mistakes?
A. Yes B. No
Reasons:...
...
6. Do you think that the test should include time of each part?
A. Yes B. No
Reasons:...
...
7. Do you think that the test should include the marking scale of each part?
A. Yes B. No
Reasons:...
...
8. Should teachers correct students’ work after they have done the test?
A. Yes
VI B. No
Reasons:...
...
9. Should the format of the current test be changed?
A. Yes B. No
Reasons:...
...
10. Give your opinions about the current test.
...
...
...
...
...
Thanks for your cooperation!
VII PHỤ LỤC 2
BẢNG CÂU HỎI ĐIỀU TRA DÀNH CHO SV KHÔNG CHUYÊN NGỮ TRƯỜNG CAO ĐẲNG SƯ PHẠM QUẢNG NINH
Bảng câu hỏi điều tra này được thiết kế nhằm mục đích nắm bắt được những ý kiến đánh giá của các em về bài kiểm tra cuối kỳ cho sinh viên không chuyên ngữ trường Cao đẳng Sư phạm Quảng Ninh để làm cơ sở thiết kế bài kiểm tra phù hợp với các em hơn.
Để cuộc điều tra đạt được kết quả tốt, xin vui lòng trả lời các câu hỏi sau.
Tôi xin đảm bảo thông tin của các em chỉ phục vụ mục đích nghiên cứu. Xin chân thành cám ơn sự hợp tác của các em.
1. Em đã học tiếng Anh được bao lâu rồi?
A.1 - 3 năm B. 4 - 6 năm C. 7 - 10 năm D. > 10 năm
2. Theo em, tiếng Anh có quan trọng với nghề nghiệp sau này của mình không?
A. Rất quan trọng
B. Tương đối quan trọng C. Không quan trọng lắm
D. Không quan trọng một chút nào
Lí do:...
...
...
3. Khi làm bài kiểm tra em thường hoàn thành?
A. 0% -20%
B. 20%- 50%
C. 50%-80%
D. 80%-100%
Lí do:...
...
...
4. Những khó khăn nào em thường gặp phải khi làm bài kiểm tra?
VIII A. Từ vựng (mới và đã học)
B. Cấu trúc ngữ pháp (mới và đã học) C. Quá nhiều loại câu hỏi
D. Ngữ âm
Lí do:...
...
...
5. Em có thích phần đọc và trả lời câu hỏi?
A. Có B. Không
Lí do:...
...
...
6. Em có thích phần đặt câu dừng từ gợi ý?
A. Có B. Không
Lí do:...
...
...
7. Em có thích phần sửa lỗi sai?
A. Có B. Không
Lí do:...
...
...
8. Em có nghĩ rằng cần phải cho ghi rõ thời gian cho từng phần không?
A. Có B. Không
Lí do:...
...
...
9. Em có nghĩ rằng cần ghi rõ điểm cho từng phần không?
IX A. Có
B. Không
Lí do:...
...
...
10. Giáo viên có cần phải chữa bài ngay sau khi sinh viên hoàn thành bài kiểm tra không?
A. Có B. Không
Lí do:...
...
...
11. Theo em có cần phải thay đổi dạng bài kiểm tra hiện tại không?
A. Có B. Không
Lí do:...
...
...
12. Cho biết các ý kiến khác của em về bài kiểm tra hiện tại.
...
...
...
...
...
Cám ơn các em đã dành thời gian hoàn thành bảng câu điều tra!
X
APPENDIX 3
QUESTIONNAIRE FOR TEACHERS AT QNTTC
This survey questionnaire is an attempt to do some research on how to design a suitable English achievement test for non-English majors at Quang Ninh Teacher Training College (QNTTC). Your assistance in completing this questionnaire would be highly appreciated and of great used to my study. You can be confident that you will not be identified in any discussion of the data.
Please respond to each statement or question and complete all of them as frankly and accurately as possible. Thank you very much for your valuable contribution!
Please circle or write your answers where necessary (more than one option may be needed).
1. How long have you been teaching English?
A. 1 - 3 years B. 4 - 6 years C. 7 - 10 years D. > 10 years
2. Do you think that an English achievement test at the end of the each semester is necessary for non-English majors at QNTTC?
A. Yes B. No
Reasons:...
...
...
3. What do you think of the content of the current English achievement test for non- English majors at QNTTC?
A. Very reasonable B. Reasonable
C. Not very reasonable D. Unreasonable
Reasons:...
...
...
4. Have you ever made a final achievement test for non English majors?
A. Yes
XI B. No
5. How many tests have you made?
A. 1 – 3 tests B. 4 – 10 tests C. > 10 tests
6. How can you make this English achievement test for non-English majors?
A. Using a complete test from a test book B. Making your own test
C. Both A and B D. Others
Reasons:...
...
...
7. In terms of marking scale of this test, in your opinion, it is A. Very reasonable
B. Reasonable
C. Not very reasonable D. Unreasonable
Reasons:...
...
...
8. According to you, the time allowance for this test is A. Very reasonable
B. Reasonable
C. Not very reasonable D. Unreasonable
Reasons:...
...
...
9. In your opinion, should we change the construction of the current test in terms of its content?
A. Yes B. No
XII
Reasons:...
...
...
10. In your opinion, should we change the construction of the current test in terms of its marking scale?
A. Yes B. No
Reasons:...
...
...
11. In your opinion, should we change the construction of the current test in terms of its time allowance?
A. Yes B. No
Reasons:...
...
...
12. Please give further comments or suggestions towards the improvement of the current test?
………..……
………...
...……….………
………...………
Thanks for your cooperation!
VIII APPENDIX 4
FINAL ACHIEVEMENT TEST FOR NON-ENGLISH MAJORS Time allowed: 60 minutes