EUROPEAN LANGUAGE PORTFOLIO: IMPROVING PRELIMINARY ENGLISH TEST (PET) READING SCORES
Abstract
European Language Portfolio (ELP) adopts a vision for a better language teaching and learning process. The Common European Framework of Reference (CEFR), which is a product of the ELP, provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe in order to describe the levels of proficiency required by existing standards, tests and examinations and to facilitate comparisons between different systems of qualifications. Cambridge ESOL examinations are also aligned to CEFR. This study aims to improve reading scores of Preliminary English Test (PET) from Cambridge ESOL exams and to investigate the contributions of the ELP and PET to achievement in reading skills. Firstly, forty students were selected according to the results of questionnaire containing language proficiency items in CEFR, and then they were classified in two groups as control and experimental. Self-assessment checklist in CEFR was conducted as pre-test and post-test in order to cross-check in detail each two groups in reading skills. Readings with materials prepared for the levels in CEFR were also applied to both groups. But, extra activities supporting PET were performed in only experimental group during the implementation. In addition, PET as a standardized test was also applied to both groups as pre-test and post-test both at the beginning and at the end of the study. The data of the study were quantitatively analyzed. Research results revealed that the ELP made a significant contribution to the achievements of the students in reading skills. This study also indicated that ELP and PET were rather effective to improve PET reading scores of foreign language learners in Turkey. Further research can focus on the contribution of the ELP to the various language examinations at different levels.
Keywords: ELP, CEFR, PET, language examination, reading.
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