Exploring the Shortcomings of the Iranian MSRT English Proficiency Test.

The Iranian Ministry of Science, Research, and Technology (MSRT) English Proficiency Test (EPT) has been in use since 1992. While the MSRT-EPT is generally claimed to be reliable, valid, and practical, it does not assess speaking and writing skills. In this exploratory study, a qualitative approach...

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Publicado en:Pertanika Journal of Social Sciences & Humanities Vol. 29; pp. 115 - 133
Autores principales: Ghorbani, Mohammad Reza, Abbassi, Hadi, Razali, Abu Bakar Mohamed
Formato: Artículo
Publicado: Universiti Putra Malaysia 2021 Special Issue
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          Ghorbani, Mohammad Reza
          Abbassi, Hadi
          Razali, Abu Bakar Mohamed
        affil:
          Department of Foreign Languages, Faculty of Humanities, University of Bojnord, 9453155111, North Khorasan, Iran
          Department of Educational Sciences, Counselling, and Guidance, Faculty of Humanities, University of Bojnord, 9453155111, North Khorasan, Iran
          Department of Language & Humanities, Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia
      su:
        Language ability testing
        Standardized tests
        Doctor of philosophy degree
        English language education
        Iran. Ministry of Science, Research & Technology
      sug:
        subj:
          Language ability testing
          Standardized tests
          Doctor of philosophy degree
          English language education
          Iran. Ministry of Science, Research & Technology
      keyword:
        and Technology (MSRT)
        Assessment of Ph.D. candidates
        English Proficiency Test (EPT)
        Ministry of Science
        Research
        shortcomings
        standardized tests
      ab: The Iranian Ministry of Science, Research, and Technology (MSRT) English Proficiency Test (EPT) has been in use since 1992. While the MSRT-EPT is generally claimed to be reliable, valid, and practical, it does not assess speaking and writing skills. In this exploratory study, a qualitative approach was used to examine the MSRT-EPT test-takers experiences and language education experts' beliefs about the test as well as their congruence with each other through semi-structured telephone interviews. Convenience and purposive sampling procedures were used to select 15 participants. Inductive coding method was applied to determine invariant constituents. Then, the constituents were reduced to categories, and finally the categories were clustered into 11 themes. Dependability and validity of the study were established through triangulation, inter-coder agreement, and member checking technique. The problems associated with the MSRT-EPT and a lack of productive skills included a lack of correspondence between the test content and Ph.D. Candidates' needs, negative washback effect, non-theory-based content, inappropriate listening conditions, and a lack of test items originality. On the other hand, the candidates' and experts' perspectives were highly congruent. In light of these findings, the importance of designing a more comprehensive test including all facets of the language proficiency construct was highlighted, and some suggestions were made for future research.
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    language: English
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