How far have I, or shall I say the students of Language and ICT at the School of Language and Linguistics Studies or commonly referred to SoLLS, been sitting and learning to master English language? Most of the answers may range from 12 to 15 of formal education years, excluding the early childhood parental-schooling. As the time passes by, one may or may not know how his or her English is rated at, as they will soon begin to enter to the working arena, be it in business, journalism, governmental or the English language-related fields, and the situation could be more demanding as one may also be dictated to perform wholeheartedly on their level of English communicative skills. But is there really a measure to evaluate the degree at which their English language commands stand?

Recent development has witnessed Malaysia striving to be among other highly competitive nations and the higher education field is no exception. Malaysian academicians are now expected to be able to master English. Thus, the notion of having an online English proficiency test for new employees in Universiti Kebangsaan Malaysia or generally known as UKM, is seen widely commended. It seems that there is a need to test for the English language ability and linguistic knowledge of the staffs employed into UKM, parallel with the main aim of having the courses and tutorials conducted in English language by 2005, so as to maintain programmes be recognized globally. According to Norizan et al. (2006), the test is to function as the guide and as a placement notification, apart from making the short online exam an instrument for the language component.

The test is designated to be made easily accessible, at the least apprehension level, and is promptly done, easily managed, evaluated and interpreted. It then uses Learning Care as a web-based system. Among components of the English language investigated are the general English grammar and vocabulary, domain language utilization and language control. 10- item cloze-type passages within ten minutes of completion is the additional format of the test conducted. Design of the investigation is analyzed by the summary and details on the number of user attempts, total test takers attempt, user average score, class average score, the highest score ever and overall high score can be retrieved. The results will also indicate the general proficiency and that the profiles be kept in an online database.

After a survey was conducted and results were tabulated, the findings showed were disappointing, as there were only 59 endeavors by 22 lecturers and that from the investigation alone, it was only perceived as targeting at the test familiarization. Therefore, it is suggestive that the short online examination be conducted in a controlled environment within a short timescale and be made opened to the UKM working community as a whole.

Furthermore, based from another text with reference to the online proficiency test, there are some advantageous and limitations in line with the online language proficiency assessment. Some of the benefits gained from completing the test include the ability of the research to indicate the general ability of the examinee (Bock, Mislevy 1982), and minimum level of frustration than the traditional pen-and-paper test as employees is tested upon their own abilities. Contrariwise, the test may pose some plights; the reliability of the computer (whether it is in order or vice versa) and potential anxiousness among the testers while using the computer (Henning 1991).

Personal View on the Self-Online English Proficiency Test

Components in the International English Language Testing System or generally accepted as IELTS, can be made as a point of reference with regard to measuring one’s ability in grasping English language as a whole. Reading and writing components, for instance, can be made online tested as well. Whilst the test is given a specific timeframe, the examinee can work on its own and produce best written publication or correct answers. Put it simply, the test with IELTS scoring and format could show the candidate’s initiatives, critical evaluations, and deadline-meeting. In effect, the test with an IELTS format will reflect global standardization and thus, the seriousness of the candidates in sitting for the test.

References

Bock, R. D., Mislevy, R. J. 1982. Adaptive EAP estimation of ability in a microcomputer environment. Applied Psychological Measurement. 6: 431-444.

Henning, G. 1991. Validating an item bank in a computer-assisted or computer adaptive test. In P. Dunkel (Ed.), Computer-assisted language learning and testing. Research Issues and Practice. New York: Newbury House

 Muhammad Kamarul Kabilan, Norizan Abdul Razak, Mohamed Amin Embi. 2006. Online Language Proficiency Assessment. Online Teaching and Learning in ELT. Pulau Pinang: Penerbit Universiti Sains Malaysia

Silye, M. F., Wiwczaroski T. B. A Critical Review of Selected CALT Instrument.