An Investigation into English Language Proficiency Placement Testing

Abstract

The study aims at investigating English language proficiency placement testing among first year university students in Sudan. The context of the problem is that Sudanese universities do promote students from first year to second year English section without using any screening device. The researcher suggests that there must be an English proficiency placement test which should be sat by students to divide them into their appropriate academic levels. The study adopted an analytical descriptive method. The researcher designed an experimental test for students of three faculties of the two national universities of Juba and Upper Nile. He also designed a questionnaire for the English language staff of the three faculties of: Arts (Juba), Education ( Juba) and Education (Upper Nile). The experimental test was administered to 150 students and the questionnaire which aimed at consulting English language staff on the use of proficiency placement test for screening of students, was administered to 29 teaching staff. For the purpose of this study, the following questions have been formulated: the first question which the study raised is, to what extent are language tests good tools used for decision-making and as sources of information collection for the development of strategies, general and higher education? The second question posed by the study is, to what extent are proficiency tests are considered the best instruments used for assessing, categorizing students according to their English efficiency levels? The third question which the study raised is, to what extent proficiency placement tests considered have educational value but lack of facilities prevents many Sudanese universities from practicing them? The fourth question posed by the study is, how effective can tests encourage students to utilize a regular time for language and teach them to display their knowledge and skills in a focused way, while placement tests monitor education in academic institutions? However, four (4) hypotheses were generated from the above questions. These hypotheses were all confirmed valid. The first hypothesis stated that language tests are considered good tools used for decision-making and as sources of information collection for development of strategies, general and higher education. The second hypothesis elucidated that proficiency tests are considered the best instruments used for assessing, categorizing and classifying students’ English efficiency levels. The third hypothesis asserted that proficiency placement tests are having some educational value but lack of facilities prevents many Sudanese universities from practicing them. The fourth hypothesis claimed that tests can inspire students to utilize a regular time for language and teach them to display their knowledge and skills in a focused way, while placement tests monitor education in academic