Mapping IIUM Students’ English Language Writing Proficiency to CEFR

Abstract

The goal of this research was to determine the English language writing skills of the International Islamic University of Malaysia (IIUM) graduating undergraduates based on two linguistic levels; the IIUM English Proficiency Test (EPT) and the Common European Framework of Reference for Languages (CEFR), based on two descriptors: IIUM’s EPT descriptor, and CEFR’s ‘General linguistic range’ descriptor (Council of Europe, 2001, p 110). The EPT results show that the majority (48 %) of the English language writing skills of IIUM undergraduates were in Band 6, while Band 5.5, Band 5 and Band 4, respectively, ranked 31.3%, 4.9% and 0.4%. On the other hand, Band 8, Band 7 and Band 6.5 were attained by 0.2%, 2.4% and 12.2% of undergraduates. A significant proportion of IIUM undergraduates (46.3 %) were found to be at Level B2 + when assessed against the CEFR scale for the ‘General linguistic range.’ At the same time, 2.2%, 12.4%, 33.9 and 5.2% of students were at Level C2, C1, B2, B1 +, respectively. The results also showed that a mere 0.2% was at Level B1. This research also showed that despite some inaccuracies and improper uses, IIUM students could write effectively and understand and use reasonably complicated language, particularly in familiar situations. Based on the CEFR scale for ‘General linguistic range’, the results of this study show that IIUM graduating undergraduates could clearly articulate themselves in their writing.

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

“…Curriculum designers tailored descriptors and scales from CEFR to develop new curricula, align the existing ones, and make revisions where necessary (Kalnberzina, 2018; Mohamed, 2021). Test developers aligned LPS with tests to make the results more reliable and credible, measure students’ ability more accurately, and provide evidence for improving language tests (Hidri, 2021; Sufi et al, 2021). Raters used LPS to assess more accurately (HoIzknecht et al, 2018; Silveira & Martins, 2020).…”

“…The alignment of tests to LPS levels could provide learners with a valuable sense of their current language ability and a more detailed and comprehensive view of students' linguistic profiles (Sufi et al, 2021). With the help of a competent teacher-this alignment might form the basis for further study or remedial learning (Fleckenstein et al, 2020).…”

“…Results showed high agreement for task judgments, acceptable reliabilities and consistency for examinee-centered ratings, and varying levels of agreement for descriptor choices. In Malaysia, scholars aligned CEFR with Competence Score Average (ELCSA), English Proficiency Tests (EPT) in universities, and English for Occupational Purposes (EOP) meeting assessments (Baharum et al, 2021; Shak & Read, 2021; Sufi et al, 2021). Results showed an overall positive correlation between CEFR and these in-house tests, proving the acceptability and credibility of these tests.…”