An Exploration of the English Exit Examination Policy in Thai Public Universities

Autor/in	Wudthayagorn, Jirada
Titel	An Exploration of the English Exit Examination Policy in Thai Public Universities
Quelle	In: Language Assessment Quarterly, 19 (2022) 2, S.107-123 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wudthayagorn, Jirada)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2021.1937174
Schlagwörter	Educational Change; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Language Proficiency; Educational Policy; Standardized Tests; Language Tests; Content Analysis; Benchmarking; Student Motivation; Language Attitudes; Language Role; Standards; Rating Scales; Guidelines; Exit Examinations; State Universities; Test Selection; Undergraduate Students; Thailand + Suchen Sie Ihr Suchwort? Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Language skill; Language skills; Sprachkompetenz; Politics of education; Bildungspolitik; Standadised tests; Standardisierter Test; Language test; Sprachtest; Inhaltsanalyse; Schulische Motivation; Sprachverhalten; Standard; Rating-Skala; Richtlinien; Final examination; Abschlussprüfung; Staatliche Universität; Testauswahl
Abstract	One of the many education reforms in Thailand is a policy aimed at improving English language proficiency among university students. One direction in this policy requires that each university administer a standardized English language test to their students before they graduate, and that the students' scores should be aligned to the Common European Framework of Reference for Languages (CEFR) or other standards. This research study examined the English exit examination systems in Thailand by analyzing how all 81 public universities have implemented this policy. Secondary sources of data, including official documents, government statistical reports, and related research studies, were collected, and semi-structured interviews via phone were also conducted. Summative content analysis was used to analyze the data. The results showed six approaches for creation and selection of tests for policy implementation. Among these universities, different benchmarks were established. These approaches and benchmarks were developed appropriate to their management readiness and academic contexts. Also, although the policy allows for different standards to be followed, the CEFR is the only one being used. In summary, English exit examinations policy and practice might raise awareness of the importance of English and motivate students to improve their ability, but it is not likely to guarantee expected English proficiency levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01