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DOI: https://doi.org/10.34069/AI/2022.59.11.1
How to Cite:
Celik, B., & Kara, S. (2022). Students' perceptions of the general english proficiency test: A study on Tishk International University
students in Erbil, Iraq. Amazonia Investiga, 11(59), 10-20. https://doi.org/10.34069/AI/2022.59.11.1
Students' perceptions of the general english proficiency test: A study
on Tishk International University students in Erbil, Iraq
Öğrencilerin Genel İngilizce Yeterlik Sınavına İlişkin Algıları: Erbil, Irak'taki Tishk
Uluslararası Üniversitesi öğrencileri üzerine bir çalışma
Received: November 1, 2022 Accepted: December 22, 2022
Written by:
Bunyamin Celik1
https://orcid.org/0000-0002-1595-7273
Saban Kara2
https://orcid.org/0000-0002-7501-7961
Abstract
Language Proficiency exams are run globally in
different formats to assess students` performance
at all stages. Accordingly, standardized or
institution-based proficiency exams are common
at higher education institutions to determine
students` level and overall ability. This study was
conducted in 2022-2023 Academic Year over a
span of 4 weeks to examine the perceptions of
prospective students who want to study in
different faculties and departments of Tishk
International University in Iraq. One thousand
students were chosen as the sample by adopting
convenience sampling method. The purpose of
this study was to figure out prospective students`
genuine opinions on revised Tishk International
University General English Proficiency Exam.
The students took the exam run by Tishk
International University, Language Preparatory
School and expressed their opinions about the
exam through the interview. The findings
revealed that watching movies, reading books,
joining some training programs, following the
news and TV programs in English affected their
performance positively, whereas setting other
priorities, focusing on other subjects rather than
English, not studying well in advance, unable to
manage the time and stress affected their results
adversely. Additionally, the students stated once
more that incorporating some of the questions
from their grade 12 English textbook with those
from the Cambridge Proficiency Exam 1 boosted
their motivation to achieve high marks on the
test. The findings of this study may have some
implications for future studies related to English
language proficiency tests.
1
Ph.D., Lecturer, English Language Teaching Department, Faculty of Education, Tishk International University, Erbil, Iraq.
2
Ma, Instructor, English Language Teaching Department, Faculty of Education, Tishk International University, Erbil, Iraq.
Celik, B., Kara, S. / Volume 11 - Issue 59: 10-20 / November, 2022
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Keywords: English test, proficiency test, foreign
language.
Introduction
The importance of a common language made
itself felt in many areas in the rapidly globalizing
world right after the Second World War and
educators have been playing an essential part in
the teaching process since then. Some educated
people's curiosity and interest in the world
around them may have even led to the
development of the act of teaching itself (Celik
& Yildiz, 2017), so the language learning and
teaching process has also received a lot of
attention globally, thanks to advances in
technology and the increased possibility of living
in another country. The advances in technology
that have taken place in this century have had a
profound impact on people all across the world
(Kara & Yildiz, 2022). Due to the post-war
political balance of power and the scientific
language that came to life in English in the world,
the English language has become the most well-
known candidate for a common language on the
stage of history. In this regard, learning English
is more common than any other languages
because it has been considered as lingua franca
which means that two foreigners can
communicate with English at ease worldwide
(Celik, 2018). Accordingly, English ranks first in
the most spoken languages in 2022 (Statista,
2022). Likewise, English is an official language
in 75 countries which shows that around 40 % of
the countries adopt English as one of the official
languages (Zeng et al., 2022). Additionally, more
than 1 billion people have been learning English
worldwide. The average age to start learning
English is 7 years old on a global scale (Köylü &
Tracy, 2022). These figures illustrate that
English has dominated the world recently.
English has affected the people`s lives
tremendously. Therefore, in today's modern
world, which is constantly growing and
developing, a person with an excellent command
of any language can be considered a candidate
for many promising positions in different fields
(Abbas et al., 2021). It is compulsory to learn
English at educational institutions in many
countries, so citizens of the countries may have
countless opportunities to grab during their
career in their home countries or abroad.
Additionally, speaking English is a pre-requisite
to be invited for the interview in many job
adverts. Moreover, knowing English increases
the chance to be promoted in any fields. Also,
students who are able to speak English can be
granted a scholarship to earn a degree abroad.
Likewise, students can receive education in
English remotely (Celik et al., 2022).
Furthermore, people who can speak English can
expand their social circles via means of
communication such as Facebook, Twitter,
Instagram, YouTube, or some online game
websites. To illustrate, a student may graduate
later if he cannot command English precisely on
time; an academic may not read and analyze
published articles in English if the English level
is not satisfactory; a tourist may not
communicate with local people if both parties do
not speak English; a CEO may not increase the
network to increase the sales in other countries if
s/he cannot speak English well; workers may not
increase their salaries if they cannot speak
English fluently; and drivers may not work
overseas if they were unable to communicate
with people in English. It seems that English has
an essential role in many aspects for billions of
people.
Acquisition of a foreign language is not simple
and continues within a particular program and
procedure. Furthermore, the one who wishes to
acquire a foreign language encounters challenges
regardless of the language in question (Dayan &
Yildiz, 2022). Additionally, assessing students`
language proficiency plays a fundamental role at
educational institutions. Still, teachers of English
as a foreign language are confronted with issues
assessing their students' learning processes that
require immediate answers (Ulker & Yildiz,
2021). In this regard, Proficiency exams have
been designed to measure learners` skills in
English. Although proficiency exams (PEs
hereafter) are common at all stages, it is
compulsory to take it at many universities. PEs
are held to figure out whether students need
additional English courses or not. Educational
institutions set a benchmark to be successful.
When students reach the benchmark, they can be
eligible to be exempt from additional English
courses. On the other hand, some students need
to take intensive English courses if they earn
lower marks than the benchmark. A growing
number of companies such as Oxford, ETS,
Pearson and Cambridge have offered
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professional services to conduct PEs (Peña et al.,
2021). However, some institutions would rather
create their own PEs because they state that
standardized commercial PEs cannot
accommodate their specific requests.
Additionally, it is postulated that standardized
PEs can be costly and overwhelming (Sims,
2015). Furthermore, Kachru (1985) proposed
three circles which were inner, outer, and
expanding to distinguish speakers of English.
Inner circle refers to people who are native
speakers of English, whereas outer circle refers
to ESL learners who use English widely in daily
life, media, or education. On the other hand,
expanding circle is used to identify EFL learner
who learn and speak English as a foreign
language. The conflict between commercial
standardized PEs and local PEs can arise from
this fact. A standardized PE created in the USA
may not be feasible to conduct in Nepal as the
degree of difficulty cannot be balanced well. One
of the most important roles of educational
institutions is accountability, so testing and
evaluation committee in each institution assume
responsibility to create relevant Proficiency
Exams according to the needs of the institutions
and competence of average students in the area.
Creating a PE is a sophisticated process which
requires the contributors and administrators to
collaborate with a checklist, so the final product
can be valid and reliable. McNamara (2000)
states that several components should be
integrated equally in PEs to measure the general
language ability of the candidates as opposed to
an achievement test which measures only
specific points after completing a course in a
period. Considering this point, Brown suggests
six procedures for developing PEs successfully
which are determining the purpose of the test,
specifying each component with precise number
of questions, assigning the duties, and setting the
deadline, forming an independent committee to
revise the questions thoroughly, finalizing the
grading rubric and running validity and
reliability tests. Sarac and Loken (2022)
postulate that multiple choice-based PEs are the
most common instruments to measure learners`
skills as they are practical, easy to grade and
receive statistical analysis and universal. Hulstijn
(2012) also attests that a well-developed PE
should measure four primary skills as well as
grammar and vocabulary. If one primary skill or
sub-skills are neglected, the results may be
deceptive. Realizing these points, the validity,
reliability scores and accountability of PEs can
be examined thoroughly before issuing them.
PEs have been held in multiple formats after
Covid 19. The isolation of the students exposed
the notion of transitioning to online schooling. It
should be mentioned, however, that online
education presents a number of challenges
(Bilgin et al., 2022). PEs used to be taken
traditionally before Covid-19 period, however,
online PEs have increased since the advent of
Covid-19 (Georgescu & Berechet, 2022).
Additionally, hybrid PEs are available to urge
students to take 50 % of the exam online and 50
% face to face. Although hybrid and online PEs
are convenient to a large extent, some hesitations
arise related to conducting the exams fairly and
successfully. When online exams are held,
students` cheating rates can increase (Janke et al.,
2021). Moreover, technical problems can occur
due to internet or power outages. Additionally,
some online PEs require the students to upload a
photo, some speaking videos, so students who are
not equipped with basic computer literacy skills
can encounter many issues. It seems that online
PEs should be reconsidered to remove the
barriers in terms of security, computer-literacy
and technical issues.
Literature Review
PEs have a paramount impact on assessing
freshman students` English levels at universities.
These exams have been designed to set the lines
between failed and passed students. Most
universities require the students to study at a
language preparatory school for a year or reject
them if their English level is not satisfactory to
pass. Considering the importance of PEs, it is
essential to prepare, conduct and grade them
professionally. In this respect, Aydin et al. (2016)
contend that CEFR (Common European
Framework Reference of Languages) guideline is
applied in many commercial or localized PEs
because this guideline classifies the levels and
specifies the items for each skill in general.
Additionally, varied opinions have been stated
about the content of the proficiency exams. To
illustrate, Isbell and Kremmel (2020) postulate
that grammar questions can be an essential
predictor to measure learners` proficiency in
English, so the items related to grammar should
be integrated into these exams. Additionally,
reading is one of the skills that are attempted to
be taught at every stage of education and it is the
process of deriving meaning from written
symbols (Ulker et al., 2021). Lee (2018) states
that well-balanced reading questions can assess
learners` proficiency accurately because they
need to read, comprehend, analyze and answer on
time. Moreover, Buck (2001) asserts that
measuring listening skills is fundamental in PEs
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for several reasons. He argues that listening
questions not only necessitates being
concentrated but also making accurate
interpretations on grammar, vocabulary and
pronunciation knowledge. Furthermore,
speaking section should be a pre-requisite in PEs
to figure out whether the learners can express
their ideas fluently (Bakri, 2022; Celik, 2019).
Subsequently, Karakoç and Köse (2017) attest
that lexical competence plays an integral role in
assessing learners` skills, so vocabulary
questions can be of greatest importance in
proficiency exams. Upon creating the PE, the
versions of it vary which can be conducted face
to face, online or blended (Blake, 2015). Paper-
based proficiency exams are the most common
forms as they are easy to carry out, while online
PEs have some drawbacks in terms of computer
literacy skills and security. Additionally, blended
PEs offer some advantages for learners who have
difficulty in taking speaking exams in a face-to-
face format (Green & Lung, 2021). Some
institutions also offer all skills in the class except
speaking exams which can be taken later by a
video conference or in offices designed to take
speaking exams individually.
A growing number of research has been
conducted on PEs globally. To name a few,
Karakoc and Kose (2017) carried out a study in
Turkey on 175 high school graduates which
revealed that lexical competence affects
students` overall grades substantially in PEs.
They postulate that size of vocabulary affects
students` understanding positively in listening,
reading, writing and speaking sections.
Subsequently, Gary (2021) overviewed some
PEs at different universities in the USA which
revealed that the trend to offer online exams was
noticed more clearly thanks to the advancements
in technology. In addition, Abdalhussein (2022)
carried out a study in Iraq on EFL students which
uncovered that the students who could infer the
meaning from the context outperformed. He
states that the training to develop semantic
knowledge of the learners can increase students`
success tremendously. Also, Asif et al. (2022)
carried out a study to measure the effects of
online training period on proficiency in Pakistan
with university students. The study indicated that
online learning materials increased students`
proficiency levels as they learned how to manage
their time, learn from their mistakes, get precious
feedback and experience the atmosphere of the
exam. A study on blended learning was
conducted in Saudi Arabia by Dahmash (2020)
which showed that assessing students`
performance in a hybrid version eased the tension
of the candidate students particularly in Covid-
19 period. He states that speaking sections in PEs
can be a source of anxiety for some students, so
students can manage their anxiety well if they
take the speaking section at home. Considering
the essential points in given studies, it can be
argued that the strategies to get a satisfactory
mark in PEs differ according to the pre-requisite
of the exams set by the institutions.
Purpose of the Study and Research Questions
This study investigated the perceptions of
prospective students who have been considering
applying to TISHK University (TIU hereafter) on
Revised English Proficiency Exam. Based on this
framework, the following research questions
were formulated as follows:
• Is TIU Proficiency Exam comprehensive
enough to measure their overall ability in
English accurately?
• Do prospective students feel competent
enough to pass it?
• What are students` overall comments on the
conduct of the exam?
Methodology
A qualitative research design was implemented
in this study which required the researchers to
prepare, conduct and analyze the interview. In
this regard, the students who took the English PE
were interviewed in lecturers` offices. Castell et
al. (2021) contend that qualitative research
design has been widely used in the social
sciences to collect data and interpret the findings
in a verbalized form rather than statistical
analysis. Additionally, Turner et al. (2022) state
that interviews are one of the most commonly
used instruments to get in-depth perspectives and
offer constructive amendments for the
stakeholders.
Setting, Participants and Sampling Procedure
This study was conducted at TIU in Erbil, Iraq
where 5000 students in 29 departments have
received their education. This private university
has been renowned for offering the medium of
instruction in English with its qualified
academics. In addition, the university welcomes
students from different nationalities in a peaceful
atmosphere. The participant of this study
comprised 1000 students who took TIU
Proficiency Exam in the first round for 2022-
2023 Academic Year. Although around 3000
students were expected to take the exam during
the period, only 1000 students were included in
the study by employing convenience sampling
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method. Convenience sampling method has been
used to conduct the study with readily available
and accessible participants (Zhao, 2021).
Participants` ages and genders were given in
Table 1.
Table 1.
Participants` Frequency in Terms of Gender and Age
Variable(s)
Option
F
%
Gender
Female
520
52
Male
480
48
Age
18-21
960
96
22+
40
4
Total
1000
100
Once Table 1 was examined, it was seen that
female students (52 %) were higher than male
ones (48 %). In addition to the gender, the
participants ages were illustrated in detail which
displayed that 96 % of the students were between
18 and 21 years old, whereas 4 % of the students
were 22 years old or older. These figures show
that the number of females exceeded the males,
while the percentage of 22-year-old and older
ones was very limited.
Data Collection Procedure
The data were collected in 4 weeks when the
students took TIU Proficiency Exam in October
2022. All participants took the written
examination in classes and speaking exam in
lecturer`s rooms. Cambridge Proficiency Exam 1
and Sunrise 12 books were chosen as reference
books, so international and local English books
were merged equally to create the exam. The
students were asked some questions about their
perceptions towards the revised proficiency
exam after receiving the results. The interviews
were transcribed and categorized by content
analysis. The content analysis was applied to
make interpretations based on common themes.
The Stages of Revising TIU Proficiency Exam in
2022
Certain steps were followed to revise the
previous year`s TIU Proficiency Exam which can
be examined below.
• Analyzing the feedback of students who
took TIU PE previously
• Forming an exam committee to decide the
degree of difficulty, scope of the exam and
reference books
• Having two workshops to clarify all points
about the content of the exam
• Assigning the instructors who would create
the questions in the exam
• Forming one more committee to proofread
the whole exam
• Testing the questions on some students
randomly
• Converting the multiple-choice questions
into a Zip Grade format
• Uploading the tutorials and sample exams on
TIU Website and publishing them on official
social media accounts
Content of the Exam
Table 2 illustrates the sections with precise
number of items and points.
Table 2.
Sections, Items and Points of Proficiency Exam
Skill
Questions
Points
Version
Listening
10
20
Multiple Choice
Reading
10
10
Multiple Choice
Grammar
20
20
Multiple Choice
Vocabulary
20
20
Multiple Choice
Writing
5
15
Open Ended
Speaking
5
15
Open Ended
Total
70
100
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Listening questions were created based on the
audio tracks in Sunrise 12. The rationale to
choose this book was that students studied it in
grade 12, so they were familiar with the
conversations. Although the audio tracks were
taken from the Sunrise 12, all questions were
formed by instructors creatively. Therefore, the
students needed to figure out the topic and
answer questions which were not available on the
internet.
Reading questions were taken either from
Sunrise 12 or Cambridge Proficiency 1. The
questions were redesigned by the instructors, so
the reading passages were the same, however, all
questions were different.
Grammar questions were placed based on the
topic checklist. The instructors created some
questions about any grammar topics ranging
from tenses to passive voice considering the level
of the students.
Vocabulary questions were formed based on the
essential words in Sunrise or Cambridge
Proficiency Exam 1, so students were familiar
with the words in advance.
Writing topics were converted into writing a few
sentences for each task rather than writing long
essays. For instance, introducing someone in
their families, describing their dream
departments, summarizing the best book they
have read, mentioning their hobbies, identifying
the qualities of a good student were some topics
to be written in the exam.
Speaking questions were also arranged in 3 sets
based on the degree of difficulty. For instance,
they started by introducing their best friends,
continued by expressing tourist attractions in
their region and finalized by speaking about the
best movie in their lives.
As can be inferred, the degree of difficulty was
either easy or moderate because A2 level was
determined for this exam based on CEFR
guidelines.
Grading Procedure
The exam included 3 primary categories. The
first category was related to multiple choice
questions created and graded by Zip Grade which
is an automated grading system used worldwide.
This category included questions about reading,
listening, vocabulary and grammar.
Second category was about writing which
included 5 familiar writing topics to be answered
with a few sentences. This category was graded
by two raters to ensure fair grading. Each rater
graded the paper and forwarded the marks to the
authorized vice director. The vice director
compared each mark and decided accordingly.
Final category was about speaking which was
taken in instructors’ offices. Each instructor
asked the question and waited for a 1-minute
reply for each question. Later, the instructor
graded the student`s performance based on the
given rubric.
Once all marks were compiled, the results were
saved on the system to be announced to the
students after 3 days.
Grading Criteria
The student`s English score in national university
exam and TIU PE results were calculated to
decide the status of each student. Based on this
rubric, a student who earned 50 and more in TIU
PE passed directly. Other students were placed to
be a student at TIU Language Preparatory
School, or they were required to take Foundation
English course during the year based on the other
grading criteria.
Findings
The interview was the single instrument to
collect data in this qualitative study, so the
findings were compressed in one heading. 15
students` opinions in different departments were
given below.
I applied to civil engineering department at TIU.
The pre-requisite was to take the proficiency
exam or submit the scores of an internationally
accepted exams such as TOEFL IBT, IELTS or
PTE. I chose taking the exam prepared and run
by TIU Language Preparatory School. I studied
with the reference books for a month. I also
enrolled in some online courses specifically
designed for PEs. The training period increased
my motivation, self-confidence and overall
linguistic ability. I took the exam and passed
successfully. Now I look forward to having my
first day at university. (Student 57)
I applied to computer engineering department at
TIU. I studied for the exam with my cousins who
took the PE in previous years. We practiced a lot.
My weakness was listening in general, however,
I understood the conversation clearly in the
exam. I figured out that I could answer listening
questions when asked from familiar topics. My
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problem was about time management in the
exam. Although I was sure about my answers, I
felt hesitant. As a result, I answered 5 questions
randomly without reading. Eventually, my marks
were enough to pass. I learned a valuable lesson
in the exam which was about managing my time
wisely considering the timer displayed on the
smartboard from beginning till the end. (Student
40)
I applied to petroleum and mining engineering
department at TIU. I studied at a high school
where I took my lessons mostly in English, so I
was not stressful in the exam. My problem was
in the speaking section. I felt nervous in the exam
although the questions were not difficult.
Additionally, the instructor was very friendly and
helpful to reduce my stress. I understood that I
needed more practice about speaking in advance,
so I could experience the pressure on me and
learn how to manage my speaking anxiety.
(Student 35)
I applied to dentistry department at TIU. I joined
a language course for a month before taking the
PE. My teacher was an expert to train students for
PEs. We studied for all skills based on the given
schedule. Our teacher prepared some practice
exams. We took the exams and analyzed each
question to learn from our mistakes. In terms of
speaking, we had a box to pick a question and
speak randomly. These questions helped me a lot
to master speaking. My result in PE was more
than 90, so I passed successfully. I have realized
my dream to study in dentistry. (Student 97)
I applied to medical analysis department at TIU.
I studied for the exam with my aunt who has been
working as an English teacher at a high school.
We divided the sections into weeks at first. Later,
we took some online PEs. Finally, we
downloaded the sample exams available on TIU
website. We took some notes about the common
mistakes and watched some additional videos on
YouTube. As a result, I passed the exam with a
good mark. (Student 160)
I applied to nursing department at TIU. I studied
at a public high school. My priorities were
Maths, Physics, Chemistry and Biology in high
school, so I could not improve my English as
much as I expected. Additionally, I studied hard
to be successful in National University Entrance
Exam. After receiving the scores in this exam, I
took TIU PE. Unfortunately, my score was not so
satisfactory. I am planning to be a student at TIU
Language Preparatory School. I have heard that
they provide a high-quality education with
qualified academics and proven language
learning and teaching methodologies. This year
will be a fruitful year for me to adapt to all
courses successfully in the following years.
(Student 290)
I applied to pharmacy department at TIU. I
registered for TIU PE. Before taking the exam, I
visited TIU Language Preparatory School to
have further information about the exam. The
instructors and administrators showed me some
sample questions and clarified all points in my
mind. Later, I grabbed Sunrise 12 and Cambridge
Proficiency Exam 1 books to study regularly. I
also took some online exams prepared based on
these reference books. Finally, I took the exam
and earned a very good mark. Now I am waiting
impatiently to start the university, so I can meet
my new friends and teachers. (Student 314)
I applied to architectural engineering department
at TIU. I studied at a public high school. My
English teacher was passionate to improve My
English professionally. Additionally, I am keen
on reading books and watching movies in
English. When I took TIU PE, I noticed positive
influence of my habits and efforts of my English
teacher. I earned 95 in the exam. I have realized
once more that having habits to read and watch
can have incredible effects on my English level.
(Student 50)
I applied to information and technology
department at TIU. I am interested in following
the latest news related to technology by English
newspapers. I expanded my vocabulary
knowledge tremendously thanks to reading them.
I only took 5 online tests about PE and watched
some videos about time-saving tips. When I took
the exam, I was familiar with nearly all types of
questions. Therefore, I passed the exam
successfully. Now I look forward to having my
first lesson at university. (Student 543)
I applied to interior design engineering at TIU. I
am into watching some documentaries in English
about designing buildings. Additionally, I
subscribed to some online magazines about
decoration and design. Moreover, I like listening
to the podcasts in English. When I took TIU PE,
I did not have any problems to understand and
answer the questions. Also, I did not have any
problems in speaking section because the
instructors asked me questions from easy to
difficult. Therefore, I learned how to manage my
stress and enrich my conversation. (Student 643)
I applied to business and management
department at TIU. I worked and studied to get
experience in my high school. However, I think
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my English is not satisfactory enough to adapt to
lessons in my department. I downloaded the
sample exams and watched the tutorials on TIU
website. When I took the exam, my result was not
high enough to pass. My status shows that I will
take Foundation English courses. Additionally, I
will take all my lessons in my department. I hope
it will be a fruitful year for me to expand my
knowledge in English and other departmental
courses. (Student 632)
I applied to banking and finance department at
TIU. My mum who is my role model in my life
works at a bank, so I want to pursue a career in
banking and finance sector. I took the TIU PE
seriously because I knew that I would study at
TIU LPS for a year once I failed. Therefore, my
mum requested a tutor to train me for TIU PE.
We studied around 45 days considering all skills.
In the last 5 days, I took some practice exams to
be graded by my tutor. After earning a high mark,
I took the real PE which proved that my English
was satisfactory. I am glad that I studied with my
tutor. (Student 732)
I applied to international relations and diplomacy
department at TIU. I am so interested in current
issues around the world, so I follow the news and
TV programs in English. This habit helped me a
lot in PE. I passed the exam successfully.
Additionally, I realized that the responsible
instructors were very professional at TIU. They
guided me perfectly before during and after the
exam. Subsequently, they announced the results
within 3 days. I am glad to have my degree at TIU
where I am sure that my overall ability will
improve considerably. (Student 847)
I applied to accounting at TIU. I think I can find
a job easily if I graduate from accounting
department. I studied for TIU PE for a month by
Sunrise 12 and Cambridge Proficiency Exam 1
books. I also joined some groups to solve some
online PEs. Additionally, I downloaded some
chat applications to improve my English with
foreigners. Therefore, earning a high mark was
very easy for me in TIU PE. I suggest other
students to take advantage of technology, so they
can improve their English substantially. (Student
629)
I applied to physiotherapy department at TIU. I
did not study a lot for TIU PE because learning
English has been my passion since I started
learning English. I only took some online PEs
available on the internet. I also trained myself for
time management. Once the results were
announced, my mark was enough to pass. I
suggest my friends to develop good habits
towards learning English rather than only
studying for the exams. (Student 994)
Discussion
This study investigated the perceptions of
students towards TIU PE run by Language
Preparatory School. Based on the findings in the
interview, some points were emphasized.
The first point was related to the number of each
gender which was nearly equal. It can be stated
that male and female students have been given
equal opportunities to earn a degree at university.
This finding was in line with Vilardo and Bittar`s
(2018) statement which revealed that the number
of female students at all stages increased in Iraq
thanks to the collaborative initiatives of the
government institutions and international
foundations. Subsequently, taking a training
course before the exam was so common. It shows
that students valued the preparation period to get
a satisfactory mark (Lowe, 2015). Another point
to be considered was that including some
questions from students` high school curriculum
in English reduced their anxiety and increased
their self-confidence. They attest that familiar
topics increased their motivation to pass.
Standardized PEs do not appeal to all institutions,
so a growing number of institutions have created
their own PEs (Sims, 2015). Furthermore,
students were satisfied with the announcements
and tutorial videos to be more knowledgeable
about the exam. Saichaie and Morphew (2014)
propose that official university websites are
essential tools to inform and guide the students
on upcoming events or exams with written and
visual materials.
In addition, some students stressed that time
management, exam anxiety and speaking
apprehension in a public place were their
weaknesses. Grassi et al. (2011) state that time
management problems trigger other issues such
as exam anxiety and stress level. After that,
increasing the degree of difficulty in each section
of the exam was appreciated by students. Gulek
et al. (2003) argue that certain steps should be
followed while preparing high stake exams
which will affect students` university period
directly. The last point to be considered was that
reading books which is an essential tool for
lifelong learning, a springboard to success, and a
path to personal fulfilment., watching movies,
following news in English affected students`
marks positively (Ismaili, 2013; Lao & Krashen,
2000; Yildiz, 2020).
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Considering all points, it can be argued that
institution and country-based PEs are helpful in
many aspects. Although the students are free to
take universally accepted exams such as TOEFL,
IELTS and PTE, only few students opted in this
alternative for predictable reasons. Combining
national English book with Cambridge materials
eased the tension of the students.
Conclusion and Recommendations
Throughout the study, the researchers examined
the genuine opinions of prospective students who
took TIU PE. The study shed light on some
points about PEs. The students who succeeded
the exam reiterated that watching movies,
reading books, following the instructions,
visiting relevant units to be informed about the
exam, taking online or paper-based PEs,
enrolling in a preparation course, learning some
tips about time management and lowering the
exam anxiety affected their performance
positively. On the other hand, the students who
failed completely or partially emphasized that
they did not practice a lot to improve their
English because they set other priorities. This
study shows that multimedia enriched language
learning materials can enhance students` learning
considerably.
Some recommendations can be made for
stakeholders of education who are in charge of
conducting the PEs for their institutions. This
study investigated the opinions of 1000 students
who took TIU PE in October 2022. Further
studies can be conducted to add more students
who would take the exam in November and
December 2022. Additionally, this study only
explored students` opinion. Further studies can
be conducted to make a comparison between
their opinions and overall marks in TIU PE.
Furthermore, this study was conducted at TIU.
Other PEs run by other universities in the region
can be explored, and the results can be cross-
checked whether the students` opinions are
similar or totally different.
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