Dublin Core
Title
The contribution of KET to achievements of learners studying with the ELP in reading skills
Abstract
European Language Portfolio (ELP) recently created by the Council of Europe not only has an important role in language education policy within Europe and the expanding world, but also helps partners to describe the levels of proficiency req uired by existing standards, tests and examinations in order to facilitate comparisons between different systems of qualifications. Cambridge ESOL exams are aligned to the Common European Framework of Reference (CEFR) published by the Council of Europe. This study aims to investigate the contribution of Key English Test (KET) from Cambridge ESOL exams to achievements of learners studying with the ELP in reading skills. Firstly, twenty students were selected as the study group according to the results of questionnaire which contains items of levels A2, B1 and B2 in the CEFR. And then, self-assessment checklist in CEFR was conducted as pre-test and post-test to cross-check the study group both at the beginning and at the end of the fall term. Readings with materials prepared for the levels in CEFR were implemented to the study group, and extra activities supporting KET were also applied during the study. Besides, KET as a standardized test was also conducted as pre-test and posttest both at the beginning and at the end of the study. Then obtained scores were analyzed by using SPSS 15. T-test analysis of KET scores was computed, and no significant difference was found out according to the gender. The results indicated that ELP and KET were effective to improve reading skills of foreign language learners in Turkey.
Keywords
Conference or Workshop Item
PeerReviewed
PeerReviewed
Date
2011-05
Extent
14