The use of the web-based C-test (WBCT) as an English placement test for Rajamangala University of Technology Tawan-Ok and an investigation of test-takers strategies

Abstract

To investigate the use of the Web-based C-Test as a placement test for students at Rajamangala University of Technology Tawan-ok. Also, proficiency levels classified by the Web-based C-Test were explored. Additionally, it investigated the test-takers’ strategies and their opinions in doing the Web-based C-Test. The subjects were 134 first-year, undergraduate students. The research instruments were the Quick Placement Test (QPT) as a criterion test, the Web-based C-Test (WBCT), and a retrospective interview. The reliability of the WBCT, the correlation between the WBCT and the QPT, and the level classification by the WBCT were reported. Moreover, content analysis was employed to evaluate the test-takers’ strategies and their opinions towards the test. The findings revealed that the Web-based C-Test had a reliability of .817 (Cronbach’s Alpha). Pearson correlation coefficient between the WBCT and the QPT was .340 at the .01 level. The WBCT could differentiate the students into two levels according to the Association of Language Testers in Europe (ALTE) levels; Level 0 or ‘Beginner’ and Level 1 or “Elementary.” The two levels were significantly different at .01 calculated by a t–test. Additionally, the “high” and “low” achievers implemented different strategies in doing the Web-based C-Test. The “high” achievers employed 1) reading the sentence and 2) translating words and sentences in the context while the “low” achievers used 1) guessing and 2) reading each word or parts of sentences. In addition, the “high” achievers employed vocabulary and general proficiency in restoring the words while the “low” achievers employed only vocabulary in restoring the words. Moreover, both “high” and “low” achievers made use of the first half of the words. Furthermore, the “high” and “low” achievers expressed different opinions towards the WBCT. The majority of the “high” achievers accepted that the test tested their general proficiency while the majority of the “low” achievers expressed that the test tested vocabulary. Finally, both “high” and “low” achievers stated that the WBCT was interesting, challenging and difficult and they liked the web-based administration.