Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768406
Title: Teachers' perceptions on the effectiveness of the Oxford Online Placement Test at King Abdulaziz University
Author: Nasem, Heba Mohammed A.
ISNI:       0000 0004 7654 0089
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2019
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
English language placements tests are an essential component of preparatory year programmes (PYPs) as they serve to place students in an English course adequate to their level of proficiency. The aim of the study is to evaluate the perceived effectiveness of the Oxford Online Placement Test (OOPT), as seen by teachers in the English Language Institute (ELI) at King Abdulaziz University (KAU). The investigation explores teachers' views on the OOPT, on the ELI modules and on factors affecting students' test performance. It is framed by Messick's (1989) unified view of validity, which informed both the data analysis and the interpretation of the findings. The study comprised three data collection stages: Stage 1: face-to face interviews, Stage 2: the questionnaire and Stage 3: telephone interviews. The majority of the questionnaire and interview respondents were unfamiliar with the OOPT, however, those who were familiar with the test, agreed that it was an effective tool and generally placed students in the correct level. However, some teachers felt that the content of the OOPT was not relevant to Saudi students. Educational background, computer literacy and socio-economic status emerged as factors influencing achievement in the OOPT and ELI modules, according to teachers. Teachers also agreed that students specialising in the Sciences generally performed better compared to those specialising in the Arts. With regards to the ELI modules, the majority of teachers felt that the courses were too short and that students who were placed in higher levels because of their OOPT scores were generally more proficient than those who had progressed through the ELI modules. Implications for theory and practice are drawn from the findings as well as recommendations for the ELI and for future research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.768406  DOI: Not available
Share: