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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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TOEIC Compendium
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Subject/Key Words:
Can-Do Statements English as a Foreign Language (EFL) English as a Second Language (ESL) English Language Proficiency English Language Skills Listening Skills Reading Skills Self-Assessment Test of English for International Communication (TOEIC) Test-Taker Performance Validity


SUMMARY: After any test redesign project — such as the redesign of the TOEIC Listening and Reading test in 2006 — it is important to provide evidence that test scores can still be meaningfully interpreted. This study examined the relationship between scores on the redesign of the TOEIC Listening and Reading test and test takers' perceptions of their own English proficiency. Researchers found moderate correlations between the test scores and test takers' perceptions, providing evidence that scores on the redesigned TOEIC Listening and Reading tests are meaningful indicators of English ability. ABSTRACT: This study provided evidence of the validity of redesigned TOEIC test scores by linking them to test takers’ assessments of their ability to perform a variety of everyday English language activities. The relationships that were detected are practically meaningful ones. This paper is part of the Research Foundation for TOEIC: A Compendium of Studies, published by ETS in 2010.

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