LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:2 February 2022
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Designing a Syllabus-Based Formal English Test for
Non-English Major College Students in Vietnam

Ho Thi Lai, M.TESOL
Tran Nguyen Thi Nhat Vuong, M.TESOL

Abstract

This article describes the process of designing a syllabus-based formal English test for Information Technology major freshmen at a university in Vietnam. The following factors are taken into consideration by the test makers: (1) candidates and assessment context, (2) type and purpose of the assessment, (3) task-types, (4) marking scheme, (5) qualities of test usefulness, (6) backwash, and (7) communicative functions.

Keywords: Language assessment, Syllabus-based test, English test, Non-native English learner, Vietnam

Introduction

Language testing and assessment is a crucial part of language education as it can facilitate the tracking of learning progress and providing feedback to improve both learning and teaching (Michell & Davison, 2020; Poehner & Inbar-Lourie, 2020). In Vietnam, the English language has enjoyed its unrivaled and undisputed position as the first most important foreign language which has been taught at every level of education (Nguyen, 2017). Our primary concern is that not all Vietnamese EFL teachers adhere to international standards in test development and quality control. This paper, therefore, provides an example of essential aspects that EFL teachers should take into account when developing a syllabus-based formal English test.

1. Candidates and Assessment Context
A. Characteristics of Candidates
Personal Characteristics

The test takers are the first year Information Technology major students at a local university in Ho Chi Minh City, Vietnam. They are all Vietnamese citizens and non-native speakers of English, from eighteen to twenty-two years of age, and from variety of social classes and educational backgrounds. These learners have done different kinds of English tests (listening, speaking, reading, and writing tests).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Ho Thi Lai, M.TESOL
English Department
Ho Chi Minh City University of Natural Resources and Environment
236B, Le Van Sy Street, Ward 1, Tan Binh District
Ho Chi Minh City
Vietnam
htlai@hcmunre.edu.vn

Tran Nguyen Thi Nhat Vuong, M.TESOL
English Department
Ho Chi Minh City University of Natural Resources and Environment
236B, Le Van Sy Street, Ward 1, Tan Binh District
Ho Chi Minh City
Vietnam
tntnvuong@hcmunre.edu.vn
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