An Investigation into Non-English Major Students’ Problems in Taking Aptis Listening and Reading

Authors

  • Tran Quang Hai Hoa Sen University

Keywords:

non-English major students, problems, Aptis listening, Aptis reading

Abstract

In order to standardize non-English major students' English skills, Hoa Sen University develops English-language graduation criteria at the B1 level on the Common European Framework of Reference (CEFR). The university adopted Aptis as a standardized examination since it was created by British Council specialists in language testing and is based on the most recent assessment research. Therefore, the students have a continual struggle to obtain suitable Aptis test scores. Within the boundaries of the study paper, the objective of the piece was to identify the challenges that students commonly experience when doing two Aptis components: listening and reading. The participants are 67 non-English major students enrolling in Aptis preparation courses for the summer semester of 2021. After the pre-test, the first online questionnaire was sent out, and the second was delivered immediately following the post-test. After that, the data's average value, percentage, and standard deviation were calculated. Despite the fact that the Aptis pre-test caused substantial problems in every category, there were substantial changes in students' views after the post-test. Furthermore, students believed that the classes assisted them in improving their vocabulary, grammar, and confidence.

Author Biography

Tran Quang Hai, Hoa Sen University

Tran Quang Hai is currently an English lecturer at Hoa Sen University, Vietnam. His accumulated experience from working at various educational institutions has equipped him with ample confidence and skills in language teaching. His interests are Linguistics, Virtual Communities, and Teaching Learning Practices.

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Published

24-10-2021

How to Cite

Tran, Q. H. (2021). An Investigation into Non-English Major Students’ Problems in Taking Aptis Listening and Reading. International Journal of TESOL & Education, 1(3), 176–191. Retrieved from https://i-jte.org/index.php/journal/article/view/95