The Redesigned TOEIC® (Listening and Reading) Test: Relations to Test Taker Perceptions of Proficiency in English

Powers, Donald E.; Kim, Hae-Jin; Weng, Vincent Z.
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English language proficiency English language testing listening reading can-do TOEIC test validity self-assessment


To facilitate the interpretation of test scores from the redesigned TOEIC® (listening and reading) test as a measure of English language proficiency, we administered a self-assessment inventory to TOEIC examinees in Japan and Korea that gathered perceptions of their ability to perform a variety of everyday English language tasks. TOEIC scores related relatively strongly to test-taker self-reports for both reading and listening tasks. The results were, with few exceptions, extraordinarily consistent, with examinees at each higher TOEIC score level being more likely to report that they could successfully accomplish each of the everyday language tasks in English. The pattern of correlations also showed modest discriminant validity of the listening and reading components of the redesigned TOEIC, suggesting that both sections contribute to the measurement of English language skills.

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