Using EIKEN, TOEFL, and TOEIC to award EFL course credits in Japanese universities
Using EIKEN, TOEFL, and TOEIC to award EFL course credits in Japanese universities
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使用 EIKEN、TOEFL 和 TOEIC 在日本大学授予 EFL 课程学分
DOI：
10.1080/15434303.2016.1262375
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发表时间：
2017
影响因子：
2.9
通讯作者：
R.
中科院分区：
文献类型：
--
作者：
In’nami;Y.;& Koizumi;R.
尽管日本大学广泛使用语言测试作为授予英语课程学分的基础，但关于大学如何根据外部测试成绩制定学分授予政策的文章很少发表。为了缩小这一差距，针对艾肯实用英语水平考试(Eiken)、英语作为外语的考试(TOEFL®)和国际交流英语考试(TOEIC®)，对这些政策的特点进行了调查。对18所国立大学和28所私立大学的分析表明，每所大学的EFL课程的中位数为58.50门，这些课程的学分是根据外部考试成绩提供的。此外，大约三分之一的学分授予案例显示，课程所针对的技能与学分授予政策中使用的测试所衡量的技能之间存在差异，这表明基于这些熟练程度衡量标准的学分授予似乎总体上是足够的。然而，四项技能(国立大学和私立大学分别为62.44%和63.37%)和听说课程(61.26%和65.29%)的学分奖励政策存在问题。教职员工对问卷的回答揭示了一些可能的原因，尽管课程中的目标技能与考试中测量的技能之间存在差距，但EFL课程仍能提供学分。为改进授信政策提供了启示。
Despite the wide use of language tests as a basis for awarding English language course credits at Japanese universities, little has been published about how universities set policies on awarding credits according to external test scores. To narrow this gap, the characteristics of such policies were investigated in relation to the EIKEN Test in Practical English Proficiency (EIKEN), the Test of English as a Foreign LanguageTM(TOEFL®), and the Test of English for International CommunicationTM(TOEIC®). Analyses of 18 national and 28 private universities showed that each university had a median of 58.50 EFL courses for which credits were offered on the basis of external test scores. Moreover, approximately one-third of cases of credit awarding showed a discrepancy between skills targeted in courses and those measured on the tests used in credit-awarding policies, suggesting that credit awarding based on these proficiency measures seems overall adequate. However, credit-awarding policies were problematic for four-skill (62.44% and 63.37% for national and private universities, respectively) and listening-speaking courses (61.26% and 65.29%). Academic staff responses to the questionnaire revealed some possible reasons EFL course credits could be offered despite gaps between skills targeted in courses and those measured on tests. Implications are provided for the improvement of credit-awarding policies.