Volume 4, Issue 2  August 2021, pp. 38–58          Download PDF

Regular Articles
Perceived effects of CET4 test preparation, language ability, and test performance: An exploratory study of Chinese EFL learners

Jiuliang Li https://orcid.org/0000-0002-9459-24271

1 Beijing Institute of Fashion Technology, CHINA lijiu@hotmail.com

DOI: https://doi.org/10.29140/lea.v4n2.480


Abstract

This study examined the perceived effects of test preparation for College English Test Band 4 (CET4) on development of language ability and test performance, which has not received sufficient attention previously. A total of 79 undergraduate students from two classes in a Chinese university participated in the study. At the end of the CET4 preparation program provided by the university, the participants completed a questionnaire indicating their perceived improvement in the various attributes (language skill development, skill understanding, test-taking strategies and confidence) in relation to writing, listening, reading, and translating measured by the test. Six participants took part in one-to-one interviews to provide detailed information about their perceived effectiveness of learning as a result of the preparation program. Overall participants thought they made more progress in reading and translating, but less in listening and writing. Regression analyses mainly established that the perceived improvements of most of the attributes and language abilities are significant predictors of students’ anticipated and actual CET4 performance. Implications for test preparation programs, language learners and instructors are discussed with reference to how to facilitate learners’ learning and development of language ability and how to improve performance on future tests.



Copyright

© Jiuliang Li

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Li, J. (2021). Perceived effects of CET4 test preparation, language ability, and test performance: An exploratory study of Chinese EFL learners. Language Education & Assessment, 4(2), 38–58. https://doi.org/10.29140/lea.v4n2.480


Related Articles:

Intercultural education in times of restricted travel: Lessons from the Gaza Strip
Maria Grazia Imperiale
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 22–38. Download PDF

"I don't want to be stereotypical, but..." Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141. Download PDF

"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90. Download PDF

(Mis)use of e-mail in student-faculty interaction: Implications for university instruction in Germany, Saudi Arabia and Japan
Anna Danielewicz-Betz
The JALT CALL Journal Published: 30 April, 2013, Volume 9(1), 23–57. Download PDF

(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99. Download PDF

3D digital games, virtual worlds, and language learning in higher education: Continuing challenges in Japan
Robert Swier, Mark Peterson
The JALT CALL Journal Published: 31 December, 2018, Volume 14(3), 225–238. Download PDF

A Case for the Drupal Content Management System
Paul Collett
The JALT CALL Journal Published: 30 April, 2010, Volume 6(1), 57–66. Download PDF

A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher
Li-Tang Yu
The JALT CALL Journal Published: 31 December, 2014, Volume 10(3), 189–202. Download PDF

A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing
Jamshid Heidari, Farzaneh Khodabandeh, Hassan Soleimani
The JALT CALL Journal Published: 31 August, 2018, Volume 14(2), 143–156. Download PDF

A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom
Bradley D. F. Colpitts, Travis Hunter Past
The JALT CALL Journal Published: 31 August, 2019, Volume 15(2), 23–39. Download PDF