The Effect of English Admission Test and Various Variables on Foreign Language Skills of Students

Abstract

This study compares students' foreign language proficiency according to several criteria and the role of the English Admission Test (EAT). The predictive correlational research design, one of the quantitative research methods, was used in this study. The study group consisted of 81 undergraduate students studying in the English Language Teaching Department of a state university in southern Turkey. The English Proficiency Test (TELP) developed by the researchers and the EAT scores were used as data collection tools. The validity and reliability analyses of the test were conducted using jMetrik, a data analysis software for classical test theory and item response theory, and the item difficulty and discrimination values, as well as the KR-21 reliability coefficients, were calculated. In line with the findings, it was concluded that the relevant test is a reliable and valid measurement tool. According to the findings, the English Admission Test scores predicted students' total TELP and reading test scores but not their listening, writing, or speaking scores. Besides, the students who received the English preparatory training performed better on the speaking and listening tests than those who did not. Finally, male students outperformed female students on both the total of English Proficiency Test and the reading test but not on other tests. In parallel with the results of the research, some suggestions were put forth. Accordingly, a test that successfully measures four basic language skills is needed in order to fully measure the target language skills of the students who will study in the field of language education. For this purpose, the content of the Foreign Language Test (YDT), which is currently in use, can be expanded to make multidimensional measurement and questions measuring different language skills can be added to the test. In order to facilitate the transition process and prepare the infrastructure, language skills can be added to the test gradually or multidimensional question types that measure more than one skill can be used.