Media

Hong Kong students pragmatic about demonstrating their English language ability

29 Jun 2001

 

A recent survey of 1600 tertiary students in Hong Kong suggests that the vast majority of students support a comprehensive on-going assessment of their language abilities rather than a single, final exit test. Such an assessment would be used to demonstrate their English language proficiency when graduating from university – an aspect of educational attainment that has been sought by both local and multinational employers. In addition to a portfolio of work produced throughout their tertiary education, the assessment could include but would not be restricted to a final exam-based language proficiency test. The survey also revealed that if a test were to be mandated, the majority of students would prefer it to be internationally recognised, rather than one developed specifically for Hong Kong students. These results suggest that students are willing to meet the demands of employers for better English by systematically working on their language abilities throughout their university career. Students do not support a test of their language ability, applied solely as an additional examination at the end of their studies.

The survey, conducted at the University of Hong Kong, targeted primarily first and second year students as they are most likely to be affected by any change in assessment policy. The respondents (69% of whom were in their first year of studies and 26% in their second year) came from a range of disciplines from 7 of the 8 tertiary institutions in Hong Kong. Among other questions, respondents were asked to rank three of the options that are being considered by a team of experts as a means of demonstrating students' English language proficiency. The majority (70%) opted for a language portfolio which includes a recent test score as their most preferred option, citing the comprehensive nature of such assessment as the main reason for their choice. A similar percentage of respondents (66%) considered a test on its own as the worst option. The third option, that of submitting a portfolio on its own (with no recent test score) was selected by only 22% of the respondents as their most preferred option, but by 47% of the respondents as their second choice. This clearly demonstrates that students would prefer to work consistently at building a language portfolio which would reflect their true ability in the English language.

Given a range of test types which could be included in the portfolio, 58% of the respondents felt that the test should be an international one as such tests are more widely recognised, allowing them to compete with international students. As their second choice, over half of the students (53%) selected a Hong Kong–wide test (such as the GLSPA being developed at Hong Kong Polytechnic University) in preference to a university-specific test, citing reasons such as the cultural sensitivity of such tests and the potential to compare results across institutions.

Director of the University of Hong Kong's English Centre, Professor David Nunan, said “The results of this survey clearly demonstrate the value of including students in the dialogue on best assessment practices. Hong Kong's tertiary students are pragmatic and are keen to possess a comprehensive assessment of their language abilities rather than one that is expedient. But in order to meet employers' demands for higher English language abilities, it is vital that these on-going assessments be incorporated within the overall educational framework”.

The results of the survey also show that the views held by students are in accord with those held by many employers. An interview of 12 employers (4 multinationals, 4 publicly-listed companies and 4 small-medium enterprises) conducted by the same team of researchers revealed that employers' main concerns are with the actual English language standards of the students and not with the reporting mechanisms used. Many employers have their own assessment mechanism that they would continue to use even if graduating students were required to take a test on graduation. Once portfolio assessment had been explained to the employers' representatives, most supported this approach of assessment provided, as they said, it brought about actual improvement in the students' language abilities and standards. Portfolio assessment would appear to meet their requirements and at the same time be acceptable to the students. Such assessment would however, need to be judiciously implemented so that its potential could be maximised both in terms of helping the students build up their strengths and providing true, accurate and easily digestible information to future employers.

For further details of the survey, please contact Dr Jo Lewkowicz, The English Centre, the University of Hong Kong (Direct Tel: 2859-2018)

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Notes to Editors:

1.The English Centre is responsible for teaching all the undergraduate English enhancement courses throughout the university. It also runs its own Masters level programme and collaborates closely with the Graduate School teaching on its programmes.