Lec. 2. English & English Language Testing

1. HETC Project University Development Grants (UDGs) Training Program for Proposal Writers Lec. 2. English & English Language Testing by Prof. Ryhana Raheem Open University of Sri Lanka

2. Overview of Presentation • Complexities of Language Proficiency • English for Academic Purposes • Establishing Benchmarks for Academic English • UTEL and the Test of English Proficiency • Performance of Institutions on the Test of English Proficiency

3. Types of Language Proficiency- Cummins 1994 • BICS - Basic Interpersonal Communication Skills • CALP – Cognitive Academic Language Proficiency

4. Basic Interpersonal Communication Skills (BICS) Relatively easy to acquire Takes 2 – 3 years Mostly oral Cognitively undemanding Context embedded –meaning can be guessed at from visual or other clues

5. Cognitive Academic Language Proficiency (CALP) • Complex • Takes 5 – 7 years to master • Cognitively demanding • Involves tasks such as comprehension, synthesis, analysis • Context reduced- few clues available • Requires a good command of language

6. ENGLISH FOR GENERAL ACADEMIC PURPOSES (EGAP)- R.R. Jordan (1997) • Academic reading • Academic writing • Reference skills • Participation in seminars and discussions • Listening and Note-taking/Note Making

7. Participating in seminars/tutorials/ discussions/supervision • listening and note-taking • asking questions, asking for clarification • answering questions; explaining • agreeing and disagreeing; stating points of view; giving reasons; interrupting • speaking with(out) notes: giving a paper/oral presentations, initiating comments, responding; verbalising data R.R. Jordan (1997)

8. Complexities of Sri Lankan University System vis-a-vis English • National Universities – established at various times, and varying in size and resources • Each university caters to a variety of Faculties • Wide discrepancy in student standards of English – at entry • Standards of English within universities – not uniform as different Faculties demand different levels of proficiency

9. Designing Benchmarks for the Sri Lankan University System • Outcome of ELTU Development Project sponsored by the British Council • Identified by all Heads of University ELT Units as a priority activity • Design concept based on Common European Framework-facilitated by John Slaght of the Centre for Applied Linguistics and Language Studies, University of Reading, UK.

10. Benchmark Design Team • University of Colombo • Dr D Mendis, Ms N Mahesan, Ms S Ilangakoon, Ms R Kulasingham • University of Kelaniya • Ms D Wettewa • University of Peradeniya • Ms C Ellawala • University of Sri Jayawardenepura • Ms P Nagasunderam, Ms C Galapatti, Mr DLS Ananda • Open University of Sri Lanka • Prof R Raheem, Ms D Devendra, Ms V Medawattegedera, Ms R De Silva

11. English Language Skills - Minimum Level - UTEL Level 5

12. English Language Skills - Minimum Level - UTEL Level 5

13. English Language Skills – UTEL Level 6

14. English Language Skills – UTEL Level 6

15. English Language Skills – UTEL Level 7

16. English Language Skills – UTEL Level 7

18. Skills and Tasks as per UTEL (2004) • Writing • Composition (Short argumentative essay) • Describing a graph • Reading • Comprehension passages • Speech • Personal Interview • Short speech on given topic • Listening • Comprehension passage

19. Scope of TEP Project2009 • Test samples of students from a variety of disciplines across 12 universities and 2 private sector institutions that had been granted QEF funding by the IRQUE Project, a World Bank funded project for conventional universities and institutions • Each sample to consist of 50 students • 27 groups

20. Details of Test of English Proficiency (TEP) -2009 • Level tested – Benchmark 5 abilities • Academic level- Completed 2 years of study • All four language skills tested-as decided for UTEL • 2 tasks per Skill • Test administered to 25 groups across 12 universities and 2 private sector institutions • Internationally moderated+ locally moderated

21. Disciplines Tested & Participant Institutions • Medicine: Colombo, SJP, Ruhuna, Jaffna • Science: Jaffna, Peradeniya, Kelaniya, Rajarata, Sabaragamuwa • Agriculture: Peradeniya, Eastern, Sabaragamuwa • Accountancy: ICASL, Kelaniya, SJP • IT: APIIT • Engineering(Civil, Mechanical, Chemical): Moratuwa • Earth Sciences: Moratuwa, • Management and Commerce: SJP, Kelaniya • Social Sciences: South Eastern, Peradeniya • Languages: South Eastern • Veterinary Science: Peradeniya • Food Science: Wayamba

26. Performance in Reading (all students = 845) Mark Range in Reading = 125

27. Performance in Writing (all students = 845) Mark Range in Writing = 476

28. Performance in Listening (all students = 845) Mark Range in Listening = 150

29. Performance in Speech (all students = 845) Mark Range in Speech =248

30. Findings of TEP • Variation in performance across the University system • Overall - Writing is a weak skill • Performance in Reading, Speech and Listening – satisfactory at Benchmark 5 level • Benchmark 5 could be accepted as an appropriate standard for undergraduates in second year of study

31. Problems and Issues • Non-professionalism of Some QEF Coordinators • Unacceptable interpersonal behaviour • Unhelpful/uncooperative • Inability to cope with email correspondence • Unacceptable standards of student behaviour within the examination hall • General knowledge of students – very limited

32. Suggestions for incorporating Benchmarks into University ELT programmes • Identify Benchmark level of students at entry –Faculty/discipline-wise • Define target Benchmark level(s) for different years of study – Faculty/discipline-wise • Match target level(s) with current level and identify what can be achieved within academic time provided • Design ELT courses with Benchmarks as objectives • Use Benchmarks as guide to evaluation

33. Thank you for your attention