Why does Testing English Language Skills Really Matter? Issues and Challenges in Pakistani Higher Education

dc.creator	Muhammad Yousuf Sharjeel and Wasim Qazi
dc.date	2012-06-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:55Z
dc.date.available	2015-08-12T11:18:55Z
dc.identifier	1027-9776
dc.identifier	https://doaj.org/article/9a4fe99790714354be314bc47ee7b149
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27226
dc.description	This paper highlights the causes of incompetence amongst the higher education English language teachers in Pakistan to assess the skill-based language competency of non-native English language students. It elaborates the needs for training the faculty members teaching English courses to learn how they can enhance the real potential of their English language students with focus on listening comprehension, speaking, reading comprehension, writing and grammatical structures rather than only a written recall-test of three hours. This test of recall does not improve higher education English language students’ required skills for real life competency in professional context. Neither does the written recall-test help build confidence in professional presentations while they are engaged in their active learning mode at the universities. The concern to augment the skills of higher education English language students was raised through a sample of n = 227 higher education students who failed to prove their skills significantly in conventional test of English language at the undergraduate programme of studies. The study concludes that a conventional three-hour English testing practice is too insufficient to build the language-bound skills-based confidence and required performance in professional context.
dc.language	English
dc.publisher	Islamia University of Bahawalpur
dc.relation	http://www.iub.edu.pk/jer/previous_issue.html
dc.relation	https://doaj.org/toc/1027-9776
dc.source	Journal of Educational Research, Vol 15, Iss 01, Pp 93-107 (2012)
dc.subject	Skill-oriented language testing
dc.subject	non-native higher education students
dc.subject	linguistic competency
dc.subject	conventional language teaching styles
dc.subject	language-deficient performance
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Why does Testing English Language Skills Really Matter? Issues and Challenges in Pakistani Higher Education
dc.type	article