Development on the basic skills evaluated in the toefl test

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR

“DEVELOPMENT ON THE BASIC SKILLS EVALUATED IN THE TOEFL TEST IN THE ENGLISH TEACHING STUDENTS FROM UNIVERSIDAD PEDAGOGICA DE EL SALVADOR IN THE YEAR OF 2006”.

GRADUATION WORK, PRESENTED BY

ANA ISABEL MARTINEZ HERNANDEZ CESAR OSWALDO ALAS RIVAS EMILIO ANTONIO PACHECO LUNA

THESIS CONSULTANT: B.A. ESTANLEY OVIEDO BERMUDES

TO OBTAIN THE DEGREE OF: BACHELOR IN ARTS SPECIALIZATION: ENGLISH

JUNE, 2007 SAN SALVADOR, EL SALVADOR, CENTRO AMERICA

UNIVERSIDAD PEDAGOGICA DE EL SALVADOR FACULTY OF EDUCACTION

RECTOR ING. LUIS MARIO APARICIO

ACADEMIC VICE – RECTOR LIC. CATALINA MACHUCA DE MERINO

DEAN LIC. JORGE ALBERTO ESCOBAR

SAN SALVADOR, EL SALVADOR, C. A.

DEDICATED TO:

 The Alm ighty God  My Mother: R osa Melida Luna  My Father (have passed died)  My brother Yim i, and m y sister Susana  Noem y Esperanza Dueñas Morales  Lic. Estanley Oviedo (our advisor)  Our professors at University  The com m ittee who evaluated this rese arch  The authorities of Universidad Pedagógica de El Salvador.

EMILIO ANTONIO PACHECO LUNA

DEDICATE D TO:

 The almighty God for giving me the opportunity to grow professionally.

 The most important person in my life, my mother who has been my strength and the faithful guide during my whole life.

 My brother and sister.

 Lic. Stanley Oviedo ( advisor)

 Teachers in charge of guiding our learning process.

 The judges and the authorities of this University.

César O swaldo Alas Rivas.

DEDICATE D TO:

My husband Nehemias Mejia and my sons, Marvin Neftali and Edith Maricela for encourage me to finish my major, understanding me when I had to leave them alone. You all are part of the most important things in my life and I thank God for that.

My partners in this research César and Emilio who have been very kind with me. They will be always in my heart.

The advisor, Lic. Stanley Oviedo who has been as a light guiding us in this research.

The committee in charge of the evaluation of this research

To all the people that supported us to get the information in order to make this research possible.

Ana Isabel Martínez Hernánd ez

INDEX

CHAPTER I Page INTRODUCTION --------------------------------------------------------------------------- 1 1. OBJECTIVES -------------------------------------------------------------------------------- 2 1.1. GENERAL OBJECTIVE -------------------------------------------------------- 2 1.2. SPECIFIC OBJECTIVES ------------------------------------------------------ 2 2. BACKGROUND ----------------------------------------------------------------------------- 3 3. JUSTIFICATION ---------------------------------------------------------------------------- 6 4. STATEMENT OF THE PROBLEM -----------------------------------------------------9 5. GOALS AND LIMITATIONS ------------------------------------------------------------10 6. CONCEPTS AND CATEGORIES ---------------------------------------------------- 12

CHAPTER II THEORETICAL FRAMEWORK

7. EMPIRICAL FRAMEWORK ----------------------------------------------------------- 14 8. CONTRAST OF IDEAS ABOUT THE TOEFL -------------------------------------- 28 9. METHODOLOGYCAL AND THEORETICAL RESEARCH FORMULATION 29 10. THEORETICAL DEFINITION AND DEVELOPMENT -------------------------- 34

CHAPTER III OPERATIVE FRA MEWORK 11. DESCRIPTION OF THE INVESTIGATION´S S UBJECTS ---------------------36 12. PROCEDURES FOR GATHERING DATA -----------------------------------------37 13. ESPECIFICATION OF THE TECHN IQUE TO THE DATA ANALYSIS ---- 37 13.1. TECH NIQUE ------------------------------------------------------------------- 39 14. CHRONOGRAME ------------------------------------------------------------------------ 55 15. RESOURCES ----------------------------------------------------------------------------- 56 15.1. HUMA N RESOURCES ------------------------------------------------------56 15.2. MATERIAL RESOURCES --------------------------------------------------56 16. PRELIMINA RY IN DEX ABOUT THE FINAL REPORT ------------------------ 58 17. BIBLIOGRAPHICAL REFEREN CES ------------------------------------------------59 ANEXXES

INTRODU CTION

This research presents relevant information about the implementation of the TOEFL (Test of English as a Foreign Language) in El Salvador, and an analysis of the results gotten in the years of 2005 and 2006 at Universidad Pedagógica de El Salvador. Details about the sections in the TOEFL are included. This research shows accurate information about the contents in the test and a description of the skills evaluated in the exam. It has also men tioned some types of TOEFL tests and the differences among them. The studen t’s grades in the TOEFL will provide a reference for the university and for the new students who are going to face the te st in the next years. It is pretended to encourage students of English as a Foreign Language (EFL) to develop the basic skills evaluated in the TOELF. If the students from this university get high scores on the institutional TOEFL test, they will become a preface for the new students of Universidad Pedagógica de El Salvador. Besides, important data will be provided

to

the

authorities

of

university

as

measurements to be taken for future generations.

a

highlight

of

important

CHAPTER I

1. OBJECTIVES

1.1. GENERAL OBJECTIVE

To analyze the level of knowledge of the English Teaching Students in the main skills according to the results from the Test Of English as a Foreign Language (TOEFL).

1.2. SPECIFIC OBJEC TIVES

To analyze the students´ Listening Comprehension skill based on the results of the institutional TOEFL test.

To analyze the performance of the students in the Structure section, according to the Standard English grammar and the results of the institutional TOEFL test.

To analyze the students´ reading level based on the results o f the institutional TOEFL test applied at Universidad Pedagógica de El Salvador in the years o f 2005 and 2006.

2. BAC KGROUND

The TOEFL (Test o f English as a Foreign Language), was created in order to measure and certificate the students´ knowledge of English as a foreign language. This test measures the ability of nonnative speakers of English to use and understand English as it is spoken, written, and heard in college and university levels.

Most people take the TOEFL te st as a prerequisite for admittance in colleges and universities where English is used or required. In addition, many governments use the TOEFL scores to evaluate the English proficiency of people for whom English is not their native language. This test is directed to nonnative English speakers at the 11 th grade level or above. They must take the TOEFL test to provide evidence of their English proficiency before beginning any academic work.

The test conten t is considered too difficult for students below 11 th grade. That is one of the reasons wh y the test is directed to people above 11 th grade. This evaluation is not a requirement for people in some countries where English is the native language (e.g. The United States, Canada, England, Ireland, Australia, and New Zealand).

The TOEFL test has been widely accepted in El Salvador: MINED began to implement it in the year of 2003 in public schools, in order to measure the level of knowledge in teachers that were teaching English. This test ITP TOEFL

(Institutional Te sting Program) measures only Listening Comprehension, Structure and Written Expression, and Reading Comprehension. This is th e version adopted by the M INED up to this point.

The test pretends to evaluate the English Level for the English Teaching students, once they complete the required subjects of the English Teaching major. Students mu st approve this test in order to gradu ate as English teachers.

The score of the test goes from 320 points up to the maximum of 670 points (information from July of 2003 to June of 2004 from internet resources) 1 . The minimum score demanded by the North American Universities and other institutions to accept a foreign student to attend classes there, is generally of 550 points.

The test was implemented at Universidad Pedagógica de El Salvador in the year of 2005, for the first time. The results were not the expected because only 20% of students who took the test in that semester (02 – 2005) approved.

The students who did not approve the TOEFL test in the second semester of 2005 had to wait from six months to one year later to do it again (2006).

According to the results from the TOEFL 2005, so me of the students had a low level of English knowledge, and they were not prepared to take the test again.

For that reason, a diagnostic te st was created a t Universidad PedagĂłgica de El Salvador. The diagnostic test pretends to measure the level of knowle dge of the

1

www.ets.org/itp

students in the basic skills evaluated in the TOEFL before to go to take the ITP TOEFL for M INED.

Besides that, the English Teaching students have also another test to do, the ECAP (test that MINED requires for English Teaching students to gr aduate). In order for students to get familiar with the contents of the TOEFL, the UNPES has administered some institutional te sts and has offered some Preparation courses for the TOEFL test every since 2004.

The results from that test in 2005 were not the expected by the UNPES authorities. They know that there might be something wrong in the Teaching Learning Process of the students, and there should be an implementation of new methodologies in order for students to learn more about the basic skills of the English Language, during the Teaching Learning Process. There must be an institutional effort to succeed in the TOEFL .

There is a lot to do in order to improve the education in our country, and in the English area. It is very importan t to encourage stu dents to develop the English skills, so students might take the te st without any inconvenience. The U NPES authorities should decide to help students to approve the test, based on the instructions they receive during the major, and they should base on the information provided by their students.

3. JUSTIFICA TION

The education in El Salvador is approveing through a time of changes. M INED (Ministry of Education) is implementing new plans such as PLAN 2021 that pretends to include the English language in all the levels from elementary school to the high-school level. It is also necessary to mention the TLC (Tratado de Libre Comercio) that consists on a Free Trade among many countries. This Free Trade will demand from the new professionals an acceptable level of English Language knowledge. In order to improve the proficiency of the new professionals in the English language, MINED is re -shaping

the English

programs, and it is creating new requirements in order to measure the students´ knowledge, to guarantee the best quality in the new English teachers.

Salvadoran Universities are trying to prepare the students with the new parameters in an integrated education. This comprises all the necessary elements for a new English professional to succeed with the basi c skills of the English language. In order to measure the English knowledge of the new professionals, MINED is implementing a test known as TOEFL (Test of English as a Foreign Language), which is a standard test worldwide. There are three kinds of TOEFL tests (In ternet - Based TOEFL Test, Computer - Based TOEFL Test, Paper - Based TOEFL Test), but in El Salvador only the Paper – Based TOEFL test version is the one students are taking since November 2005. This test e valuates three of the basic skills in the English language such as listening -

Comprehension,

Comprehension.

Structure

and

Written

Expression,

and

Reading

-

Students must obtain a minimum score of 520 points in the TOEFL, so they can get the English Teaching degree. They also mu st approve the ECA P, another test for the English Teaching students. If they do not approve any of the tests mentioned, they will not be able to get the diploma as English Teachers. Once the students approve both te sts, they will be able to go ahead and complete their process to graduate. Whenever the students take the TOEFL, and if they get the required results, they will certificate their knowledge about the English language.

This research presents important information and an analysis about the results of the TOEFL 2005 and 2006. The information provided in this research is going to help new students to have an overview about the TOEFL, its importance, and general information about what the test evaluates. The results ob tained for students in the different tests will sho w if teachers and the university authorities are doing a good job with the right methodologies and materials needed to develop the four basic skills in the students. The TOEFL is very important for all the students at Universidad Pedagógica de El Salvador because it reflects the results from a Teaching – Learning Process that takes six semesters, or three years of study.

If the results o f this exam are below 520 points to let the students get the degree, they will have to wait from six months to one year m ore to take the te st again. After a deep analysis about the results and details the students might have on the test, the research will provide information to highlight their weaknesses, and it will become a reference for the new students, so they can

prepare themselves and avoid being the people who will not approve the test in the future. Besides, Teachers will have the research as a tool for pointing out and reinforce the weaknesses in the Teaching – Learning Process towards the basic skills of the English language.

The TOEFL test in El Salvador is just an attemp t to improve the quality of education. In order to enhance the students´ capabilities, it is also necessary some other components such as competent teachers, new methodologies, new programs, new admission tests, and the appropriate resources to help students get prepared for the new challenges at the end of their major.

The results of the test done by the MINED, in the se cond semester of 2005, are supposed to show the level of knowledge the stude nts have after six seme sters studying all the subjects in cluded in the English major for English Teaching students. The results were not the expected, so it is a big challenge to try to modify the English programs for the English Teaching major, or any oth er factor affecting those results. Ho wever, it is possible to reinforce the students’ basic skills of the English language in different ways. Once the correct changes on the English programs are done, the results on the TOEFL will be different, and the students will graduate from the University without any problem.

This research is going to show in a brief way an analysis about the problems found in the university preparation for the TOEFL test. The solutions proposed come not only from the researchers´ a nalysis, but also from students’ opinions.

Therefore, the authorities of Universidad Pedagógica de El Salvador can take

into account and do something to solve the problems, and graduate new professionals with a higher English level.

4. STATEMEN T OF THE PROB LEM

The English language is one of the most widely taught in the world. It is required in many fields, professions and occupations and in different countries. In El Salvador, the English language is more often a requirement to work in many institutions: call centers, academies, universities, public schools, private schools, and different in ternational companies. For that reason, the M INED wants to reinforce the teaching of English in our country.

Nowadays, the MINED is applying the TOEFL for students who have finished all the subjects of the English teaching major, in order to know the capability of the new English professionals. The TOEFL test evaluates the following skills: Listening Comprehension, Structure and Written Expression, and Re ading Comprehension. The students must reach up to 520 points to approve the test.

If they don`t get more than 520 points, they will have a new opportunity to take it in a period from six month s to one year later. Some students see it like an obstacle because the TOEFL is a requirement to graduate as English Teacher.

They do not visualize the main objective from the MINED : To raise the English Teaching quality nation wide.

In the year of 2005, a group of students of the English Teaching major from Universidad Pedagรณgica de El Salvador took the TOEFL test. The results were

not satisfactory because only 20% of the students who took it approved the exam. The other 80% of students failed and had to take the test until June 2006. The key to get better results in the test will be a good academic preparation from the students. However, the Teaching – Learning Process might be interrupted and affected by some other aspects such a s:

- The methodologies used by the teachers - Students’ capabilities to read properly - Students’ listening skill appropriation - The resources at Universidad Pedagógica de El Salvador - Students´ interests - Students’ Grammar knowledge and practice - The curriculum for the major is not appropriate.

5. GOALS AN D LIMITATIONS

The research about the TOEFL is considered as an outstanding field, because it is the most recent study at U NPES, and the only one up to this point.

Furthermore, this inve stigation might be a good resource for the students o f the English Teaching Major who are going to take the test in the future. They could use this information as a guide to know more about the TOEFL, and how to prepare themselves, studying the necessary contents of each section, in order to get better results.

Students and teachers will take this in formation as a resource to guide the students´ knowledge, in order to develop the skills e valuated in the TOEFL test.

This document presents the results gotten in the TOEFL applied to students in the year of 2005. From seventeen students who took the TOEFL in that year, only one of those was able to get the superior level with 553 points, another one got High Intermediate with 550 points, the rest of them were classified as follow: Basic level: six students from 390 to 423 points; and Low Intermediate : nine students from 427 to 497 points. Those results will help the students to determine what could be the possible reason why many students did not approve the test.

This is the first inve stigation about the implementation of the TOEFL in this University. That is one of the difficulties found during the research. In addition, there was not enough bibliography, and the time was not enough to gather all the necessary information. Access to some confidential information was restricted because of the policie s of this University. Students’ participation was one of the main difficulties found during the process. All the above affected the complexion of the re search but not its quality.

6. CON CEPTS AND CA TEGORIES

The TOEFL, Test Of English as a Foreign Language, which is designed to measure the level of English knowledge of people who want to study in a foreign University or to certificate their knowledge about the English language, and the ECAP, another test designed by M INED to measure the different competences in Teaching students. These exam s are a requisite by the M INED (Ministerio de Educación de El Salvador) the entity in charge to manage and give the guidelines to this country´s education. The M INED checks the programs for the different majors in the Universities and suggests the different methodologies in order to improve the Teaching – Learning Process. They also establish the GRAD UATION PROCESS when students finish their major. The UNIVERSITY POPULATION is the number of students from “profesora do” who study English as a second language at Universidad Pedagógica de El Salvador, and have to finish their major and approve the TOEFL and ECAP so they can graduate as English teachers.

INSTITUTION AL TOEFL TEST: Multiple-choice format exam that measu res the ability to understand North American English, and prepare students to face the International TOEFL test. There are three types of TOEFL formats; IN TERNET BASED TOEFL TEST, a type of TOEFL te st that evaluates the four basic language skills for an effective communication (speaking, listening, reading, and writing); COMPUTER BASED TOEFL TEST, a type of TOEFL test that measures English language proficiency in Listening, Structure, Reading and Writing areas; and PAPER BASED TOEFL TEST, a type of TOEFL test that

measures English language proficiency in the following areas: Listening, Structure, and Reading comprehension. This test is taken into account by the MINED. LISTE NING COMPREHENSION, this is the first section on the paper based test that measures the ability to understand English as it is spoken in North America; STRUC TURE A ND WR ITTEN EXPRESSION, this is the second section on the paper based test that measures the ability to recognize language that is appropriate for standard written English, and READING COMPREHENSION, which is the third section on the paper based test, measures the ability to understand non -technical reading material . 2 ENGLISH TEACHING STUDEN TS , High school level students, interested in getting an English Teaching degree. ENGLISH TEAC HING STUDENTS O F 2005, the people who started their major in 2003 and took the TOEFL test in the 2005 year. ENGLISH STUDEN TS OF 2006 , people who started their major in 2004, and will take the TOEFL test in the year 2006. These people are considered EFL STUDENTS because they are learning English as a foreign language.

Once they get the diploma as English teachers, they will be able to work in the different EDUC ATION LEVELS IN EL SALVADOR; these are the different stages of the Education in El Salvador propos ed by the MINED. Those levels are classified as follow: Kindergarten that is completed in three years; primary school that is completed in six years, it is necessary to explain that in these stages only in the priva te schools the English language is taught, not in the public schools; then Junior High that is completed in three years. In the public schools, students can access to the English language, but in a very superficial way in this stage. Finally High School, that is finished in two years if it is gen eral

2

TOEFL/ ITP; Examinee Handbook and Admission Form.

or three years if it is technical. However, the programs are not good enough to learn English as a second language.

CHAPTER II

THEORETICA L FRAMEWORK

7. EMPIR ICAL FR AMEWORK

The Basic problem that students present at the end of their major is an inadequate level of English proficiency, and MINED is looking for different forms to evaluate the students´ knowledge. For that reason, they have implemented the TOEFL test, in order to know the academic preparation students have and to know the level of knowledge of English as a Second Language

There are many ways to evaluate the students´ English knowledge. For instance, it is necessary to make emphasis in the TOEFL (Test of English as a Foreign Language). According to Kathleen Manhnke, in the book, “THE HEINEMANN ELT TOEFL PREPARATION COURSE 1996”. “TOEFL measures the level of English proficiency o f non - native speakers o f English”. While Jolene Gear in CAMBRIDGE PREPARATION FOR THE TOEFL TEST 2002 says that, “TOEFL is an examination administered by the Educational Testing Service (ETS), and it is used to evaluate a non -native English speaker’s proficiency in the English language”. ETS (Educational Testing Service in the book TEST

AND SCORE MANUAL 1997 says that, “TOEFL is to evaluate the English proficiency of people whose native language is not English”. Then, and according to our understanding, this exam is designed to measure the English proficiency of students who learn English as a second language and want to certificate their knowledge or study in a foreign college or university, or to have better opportunities in different companies where the English is a requirement.

In our country, this is not an exception because TOEFL is a requirement to get better opportunities, and it is a requirement in different Universities and prestigious academies dedicated to the teaching of English as a se cond language. The students at Universidad Pedagógica de El Salvador have to take the TOEFL test. Since February 2006, it is a requirement in order to graduate as an English Teacher, or Bachelor in Arts specialty English.

The TOEFL test was developed in 1963 – 1964 with the cooperation of around thirty organizations, some public and others private. The program was supported by grants from the Ford and Dan forth Founda tions and was at first attached administratively to the Modern Language Association.

In the year o f 1965, ETS (Educational Testing Service) a ssumed the responsibility of the TOEFL program. ETS is a non -profit organization committed to the development and administration o f responsible testing programs.

TOEFL has suffered different changes during the years. In 1995, some statements in the Listening section were eliminated, but the number of academic lectures wa s increased. The Reading Comprehension section increased more vocabulary and longer dialogues. In 1998, another advance was the introduction of the Computer – Based TOEFL test trying to modernize and give more opportunities to the test takers.

Nowadays, the next types of tests are known as:

INTERNET – B ASED TOEFL TEST, now called IB T (Internet – Based Testing) According to THE INFORMATION AND REGISTRATION BULLETIN FOR INTERNET – BASED TESTING (IBT), this type of test measures all four basic skills, which are important for an e ffective com munication .

The first phase of this test was introduced in 2005, in America, and countries like: United States, Canada, and Puerto Rico. At the same time, in Europe; France, Italy, and Germany; but it was on March of 2006 when it was given the second phase in different continents like Africa, and most countries of Europe.

The skills evaluated are:

Listening, that “measures the ability to understand spoken English as it is used in colleges and Universities” in order to understand the Standard English in different countries.

Speaking that “measures the ability to speak English in an a cademic conte xt”.

Reading that “measures the ability to understand academic reading material”.

Writing that “measures the ability to write in a wa y that is appropriate for college and University course work”.

This test helps students to demonstrate tha t they have developed the skills needed to succeed. It also emphasize s integrated skills and provides better information to institutions about the abilities of the students to commu nicate in an academic setting. This test takes approximately four hours long, and as it was stated before, the test evaluates the four basic skills.

The test is downloaded via Internet. It emphasizes the skills in an integrated form, and it helps to con firm if students are ready to co mmunicate their ideas in English as a second language. Each section of the test has a limit of time , and the same computer indicates when to start and when to stop in each section.

When students finish one section they can go to the next one, but they cannot go back to the completed sections.

THE COMPUTER – BASED TOEFL TEST, is a modern way in which students can measure their knowledge by making the exam. The questions are similar to the questions in the Paper – Based TOEFL test, but Listening and Reading include new question types designed specially for the computer. It also asks for an essay that can be typed in the computer.

This test presents the same skills to e valuate Listening - Comprehension, Structure and Written Exp ression, Reading - Comprehension, and Writing. The test take s at least four hours to be completed. The computer is programmed to make continuous adjustments in order to present questions of appropriate difficulty to the test takers o f all ability levels.

Listening: according to Jolene Gear in the book CAMBRIDGE PREPARATION FOR THE TOEFL TEST 2002. The Listening section “Measures the students´ ability to understand spoken English, it contains listening passages and questions about each passage”. The listening section is composed by short dialogues: in this part, students will find an amount of readings and a number of questions per paragraphs, short conversations with another amount of readings and questions, and lectures or discussions. The total amount of questions in this section goes from thirty to fifty-nine, and it takes around one hour to be completed.

Structure: according to Jolene Gear in the book CAMBR IDGE PREPARATION FOR THE TOEFL TEST 2002. The S tructure section “Measures the students´ ability to understand the structures of standard written English”. This section has two kinds of questions: complete the sentence, and identify the error. In both parts, students have to answer around forty – four to fifty – five questions in one hour in a half.

Reading Comprehension: according to Jolene Gear in the book CAMBRIDGE PREARATION FOR THE TOEFL TEST 2002. This section “measures students´ ability to understand academic written English”. It contains different passages of the daily life and an amount of questions about the readings. Students have around one hour in a half to answer around forty -four to fifty-five questions.

Writing: according to Jolene Gear in the book CAMBR IDGE PREPARATION FOR THE TOEFL TEST 2002. Writing “measures the students´ ability to compose an essay in standard written English”. In this section, students have thirty minutes to write an essay taking into account the different steps to write academically. It is necessary to say that the maximum score in the essay is six.

PAPER – BASED TOEFL TEST, it is the present evaluation that is being used

by MINED as a requirement to graduate the new English teachers. According to ETS in TEST AND SCORE MANUAL 1997 “this test originally contained five sections, but in 1976 it was changed in three se ctions. Then, in 1995, the contents were modified again, but keeping the same sections: Listening Comprehension,

Structure

and

written

Expression,

and

Reading

-

Comprehension”.

The questions in each section are multiple choices, with four possible answ ers or choices per question. The te st takes approximately two hours and a half.

The three sections evaluated in this version are:

Listening - Com pre hension, it is the first section evaluated in the TOEFL. According to ETS TEST AND SCORE MANUAL 1997, “it measures the ability to understand English as it is spoken in North America”. Also, Kathleen Mahnke in the book, THE HEINEMAN N ELT TOEFL PREPARATION COURSE 1996, states that ”The purpose is to test the students´ understanding of spoken North American English”. In our opinion, this section measures students´ ability to understand

different

dialogues

that

include

stressed

words,

idiomatic

expressions, and special vocabulary. This section is heard in an audio recording, and it is used in foreign colleges a nd universities. The main objective is that students understand different types of North American spoken language.

The aspects evaluated in this section are vocabulary, pronunciation, and intonation; students must take into account the time, listen carefu lly to the dialogues and the vocabulary.

Listening has fifty questions which are heard in an audio recording, the questions are played once and they are not repeated. Students have around twelve seconds to answer each question and around forty minutes to complete the whole section.

According to Kathleen Mahnke in the book THE HEINEMANN ELT TOEFL PREPARATION COURSE Listening is divided in three different sections: the first section in the listening part is about “m ini – dialogues” and measures the students´ ability to understand mini dialogues between two speakers”, here the

students

have

to

choose

one

of

the

four

choices

presented.

It

is

recommendable to pay attention to the second speaker, the intonation of words, and try to determine the situation in the dialogue. There are thirty mini– dialogues and thirty questions to answer.

The second section in the listening is about “ long conversations” done by two people. It evaluates the students´ understanding of the vocabulary in different topics of the daily life”. This section contains two long dialogues, and there are around eight questions, which students have to answer.

The third section in the listening is about “ short talks” done by only one speaker and evaluates students´ understanding of short talks”, d iscusses a variety of topics, later students have to answer twelve questions about it.

Some tips to improve listening could be: watch movies in English, listen to music, listen to someone speeches, and practicing with classmate s at University, at home and other places, extra conversations, listen to short stories, and practice with idioms. Listening is considered a process, a ccording to The International Listening Association, listening is “the process of receiving, constructing meaning from , and respondin g to spoken messages” (1995).

At Universidad Pedagógica de El Salvador, listening is developed through subjects like Oral Expression in English that is the first subject in the English Teaching Major. In this subject, students listen to different kinds of dialogues, idiomatic expressions, and the teacher expresse s his/her ideas and instructions

in English. The methodology is based in the practice of everyday life, in order to improve this skill.

Structure and W ritten Expression, a ccording to ETS TEST A ND SCORE MANUAL 1997, “it measures the recognition of structures and grammatical points in written English”. Kathleen Mahnke in the book THE HEINEMAN N ELT TOEFL PREPARATION COURSE 2002, states, “The purpose is to te st students´ knowledge of the structure o f standard written English”. In our opinion, this skill evaluates the English knowledge that students of the English Teaching major have about Grammar. The language in this section is more formal than conversational. It contains forty questions that studen ts have to answer in twenty – five minutes. This skill is divided in two parts:

The first part is “Com plete Sentences”, in this section students have to decide which word or phrase completes the sentences better. The four choices seems to be grammatically correct, but only one is the correct according to the conte xt.

The second one is “Identify the Error”; here the students have to recognize errors in the different sentences. It is recommendable to pay attention to the spelling of words. There are some strategies that students might take into account in this section, for example, take care about the time assigned, examine the sentences trying to look for what the error is, read the four choices in order to determine which word is the best answer to comple te the sentence.

At Universidad Pedagógica de El Salvador, this section is developed in subjects such as: Comparative Grammar English – Spanish, English Grammar and Composition I, and English Grammar and Composition II.

Reading – C om prehension: According to ELT TEST AND SCORE MANUAL 1997, “This section measures the ability to read and understand short passages that are similar in topic and style to those that students are likely to encounter in North American Colleges and Universities. Kathleen Mahnke in the book THE HEINEMANN ELT TOEFL PREPARATION COU RSE 1996 says, “The purpose is to test students´ knowledge of the meanings and uses of words in written English and their ability to understand a variety o f reading materials”. In our opinion, this skill evaluates students´ knowledge about the different vo cabulary acquired during the major. The questions in this section are stated or implied by the passages. The reading section examines the knowledge of words and vocabulary. Students, have to use the time wis ely because they have only fiftyfive minutes to read all the paragraphs and answer fifty questions. A high level of vocabulary would be a plus.

Each paragraph has about four or five hundred words followed by eight or twelve questions. The recommendation in this section is to look for main ideas, key words, identify the context, and the topic sentence.

At Universidad Pedagógica de El Salvador, Reading is developed in subjects such as: English Readings and Vocabulary I and English Readings and Vocabulary II. Students read all type of texts trying to identify the main ideas.

They get by them selves new vocabulary, and they can try to in fer the meaning based on the context.

Some activities that teachers should take into account are: read different types of paragraphs and answer some questions about the text. Read and analyze magazines, books and newspapers in English. Read short stories, make a list of unfamiliar words and look for their definitions, and different activitie s which could help students in the re ading skill development. Besides, Teachers should start taking into account the preparation for TOEFL textbook to show the necessary skills presented on it. There are many techniques which can be worth to show students with all the necessary time to develo p them in those classes.

MINED in El Salvador is implementing the Paper – Based TOEFL test to measure the level of English from students who study a major in English in a university level. Students need to be prepared to face an exam like this because it determines if they graduate or not. At Universidad Pedagógica de El Salvador, students may take a preparation course in order to increase their knowledge, or to have an idea about how difficult this test is, and improve the weaknesses coming during the three years of their major. All English subjects taught throughout the major must contribute to develop the necessary skills to approve the test.

Students need to master the English language well enough if they want to become English Teachers and avoid grad uation problems in the future. They

have to face their future with great challenges like the TOEFL. Their preparation must be more consisten t for future generations of standardized tests.

The punctuation of the TOEFL goes from 320 as minimum to 660 poi nts as a maximum. The average punctuation of people who take the test is 560 points.

To study in a foreign University, the minimum punctuation is 550 points. In El Salvador, and according to MINED, to approve the test and graduate as an English Teacher is necessary a minimum score of 520 points. Nowadays, this requirement is considered by students as difficult, taking into account the amount of English instruction they attend during the major. The Teaching major has only eight English subjects and fourteen common subjects in the program.

How many instru ctional hours does a student of the English Teaching Major need to approve the TOEFL? At Universidad Pedagógica de El Salvador, students attend to the different subjects during their major, and quite o ften, some of them attend the English Free Courses that UNPES offers in order to improve the skills needed to approve the test. The English Free Courses are designed as a process because they offer different levels, starting from Elementary to Preparation for the TOEFL test.

Each level comprises four modules and 32 hours per module. If a student that attends the free courses wants to take the TOEFL, he / she has to take all the levels in the time assigned. Elementary I, II, III and IV with 128 hours per level; Pre – Intermediate I, II, III and IV with 128 hours per level; Intermediate I, II, III and IV another 128 hours; Upper – Intermediate I, II, III and IV with 128 hours; Advanced I, II, III and IV with another 128 hours per level.

The total time for the courses is 640 hours, and then the Preparation for the TOEFL that includes four sections: Listening - Comprehension with 32 hours, Structure

and

Written

Expression

with

another

32

hours,

Reading

-

Comprehension with 32 hours, and Writing with another 32 hours. That ma kes a total of 768 hours of instruction that students attend only in the English Free Courses. Un fortunately, not all students follow this process, and as a result, they do not take the English Free Courses and minimize their probabilities to succeed.

ITP TOEFL The ITP (Institutional Testing Program) is a type of TOEFL test that evaluates the English proficiency of people whose na tive language is not English. The ITP TOEFL evaluates three skills divided in the following se ctions:

Listening Com prehension: This section is designed to measures the ability to understand English language as it is spoken in the United S tates. It contains three parts, and the examinees listen to short and long conversations and talks by a tape recording.

In the first part, the students listen carefully to short conversations between two people and after each conversation there is a question that must be answered.

In the second part, the examinees listen to longer conversations and answer

some questions per each one. In the third part the students pay close attention to several talks and some questions which have four possible answers.

The conversations, talks and questions are not repeated, because there is a specific time for each section. Listening take s approximately forty minute s to be completed

Structure and written Expression: this se ction evaluates the student’s ability to recognize language that is appropriate for standard written English. In this section, there are two types of questions with spe cial directions. The direction number one contains incomplete sentences, thus, the examinees choose the best word to complete each sen tence according to the context. In the direction number two, the students identify words or phrases underlined in the sent ences to be changed in order to have coherence. Structure takes approximately twenty – five minutes to be completed.

Reading C om prehens ion: it measures the ability to read and understand short passages. The students read a variety of short readings of ac ademic subjects.

Each passage is followed by some questions to be answered. This section must be completed in fifty – five minutes.

The ITP test is designed to be completed in two and a half hours. The students cannot finish it before, becau se they have to wait for the indications when the supervisor tells them when to start and when to end in each section. Each section has a specific time to work on. The students have to answer every

question because the score is based on the number of questions answered correctly; the questions must be answered rapidly but carefully, even though some questions are harder than others are.

8. CONTR AST OF IDEAS ABOUT THE TOEFL

The TOEFL is considered as a difficult test, and every time many students are trying hard to approve it. If the students do not prepare themselves before to face the test, they will have low results. To take the TOEFL, students should develop three skills that are evaluated in the test.

According to a surve y from November 2006, Listening is considere d by students the most difficult skill evaluated in the TOEFL. Some of them could understand the meaning of words in a conversation, but maybe, it was difficult for them to identify what the conversation was about.

Structure and Written Expression, e valua tes students´ knowledge about grammar. If students do not know about grammar, they will fail on the TOEFL test. They have the responsibility to reinforce their knowledge by themselves.

Reading is not only to understand the translation or the meaning of words in Spanish. Reading is the ability to understand about the context of a paragraph, trying to identify topic sentences and main ideas. In addition, students should develop the ability to analyze all kind o f te xts.

At UNPES, the English Free Courses a re an opportunity for students who want to improve their knowledge and develop the different skills evaluated in the TOEFL test. In the year of 2005 a group of students took the test, but only 20% of them approved. Then in the year of 2006 students who fai led in 2005, and a group of new students who faced the TOEFL for the first time , took the te st again. However, the results were not the expected once again, because only 5 students approved, and 15 students did not. According to the results from a survey that was completed by them the same day o f the test, students expressed their points of view about the test. Almost the 80% of the students had prepared themselves before doing the test, but they considered that the most difficult area is listening.

According to the results gotten in 2005 and 2006, the changes were not significant, because students have con tinued getting low scores in the TOEFL. For that reason, it is necessary to take into account the results from the survey because they could help UNPES authorities to change some methodologies and they might reinforce in the areas that students consider difficult.

9. THEORETICAL AN D METHODO LOGICAL RESEARCH FORM ULATION

There have been three institutional tests in the University, November 2005, June 2006, and November 2006. The results gotten by students have been low, so a few people have approved the TOEFL with the required punctuation.

Teachers are trying to change the methodologies in order to develop in the students the different skills evaluated in the test

T he UNPES had around 61 English Teaching Students inscribed in the year of 2006. Only the 30% of these people was coursing the last semester of their major in this university. Those students had to test their English knowledge by doing the TOEFL. In the year of 2005, twenty students took the ITP TOEFL but only two of them approved. The results from the Institutional TOEFL/2006 were almost the same because only five students got above 520 points in the test; the rest, 15 students, got results betwee n 487-433, which makes an 80% that failed in the evaluation.

The students that faced the TOEFL in 2006 participated also in a survey in order to contribute with this research. In that survey, the English Teaching Students were able to e xpress their feelings about the TOEFL. There were some questions in which students were able to classify each section on the test, according to the difficulties they found in the e valuation.

There are some charts with MINE D information about TOEFL results of students in the years 2005 and 2006, besides a survey completed b y students the day of the te st, also a graphic representation of the in formation gathered.

For further reference, it is also enclosed in this research an example of a TOEFL test.

RESULTS FROM ITP – TOEFL 2005

N

NAM E

POINTS

BASIC

LEVEL LOW . INT.

1

Cerritos Chacón, Jessica Ivette

553

2

Ayala Alegria, Juan Carlos

550

3

M artinez S. Oscar Roberto

497

X

4

Diaz S. Karina Jam ileth

473

X

5

Vaquerano S. M anuel Arturo

467

X

6

Aguillon H. M artha Carolina

460

X

7

Rodriguez L. Ricardo Alcides

450

X

8

Berm udez Lainez, Em ilia

443

X

9

Early O rtiz, Karen Elizabeth

430

X

10

Segovia R. Rosa Candida

430

X

11

Barahona B. Brenda Lilybeth

427

X

12

Hernandez H. Yennesi Dayana

423

X

13

Cruz Vasquez, Ena Griselda

420

X

14

Posada Rodas, Berta Alicia

420

X

15

Hernandez, Oscar Antonio

417

X

16

Cruz Rios, Xenia Beatriz

413

X

17

Hernandez

390

X

Angeles

G.

M aria

de

los

SUPERIOR

HIGH INT.

X X

Universidad PedagĂłg ica de El Salv ador Faculty of Education Survey about the TO EFL 2006

O bjective: To gather information about the students’ opinion on the strengths and weaknesses they face on the TOEFL test.

-----------------Put a check m ark on the desired option below.-----------------

1.

Did you have a preparation course before doing the TOEFL test?

2.

Do you think tim e is enough to answer the whole questions in the TOEFL test?

3.

How do you consider the listening part in the TOEFL?

4.

How do you consider the structure part in the TOEFL?

Yes

No

Yes Easy Easy

Acceptable Acceptable

No Difficult Difficult

5.

How do you consider the reading section in the TOEFL?

6.

Do you think the subjects taken in your major helped you to develop the Listening Skill?

7.

If YES, which ones? ___________________________________________ ____________________________________________________________ Do you think the courses taken in your m ajor helped you to develop the Structure skill?

8.

Yes No If YES, which ones? ___________________________________________ ____________________________________________________________ Do you think the courses taken in your m ajor helped you to develop the Reading skill?

Easy

Acceptable

Difficult

Yes

No

Yes

9.

No

If YES, which ones? _____________________________ ______________ ____________________________________________________________ Num ber the difficulty in the sections of the TOEFL? Listening ___ Structure ___ 1= the most Difficult Reading ___

10. How do you consider the TOEFL test?

Easy

2= average 3= the easiest one.

Acceptable

Difficult

Any suggestion or com m ents? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________

W e appreciate your cooperation!!!!!

Results from Survey /2006

#

Question

yes

no

16

4

5

14

10

10

13

7

8

12

52

47

Easy

Difficult

3 How do you consider the listening part in the TOEFL?

Acceptabl e 10

4 How do you consider the structure part in the TOEFL?

12

8

5 How do you consider the reading section in the TOEFL?

11

9

5

15

0

38

42

Listening

Structure

Readin g

?

Difficult

11

2

6

1

Average

3

10

4

3

Easy

2

3

5

10

Total

16

15

15

14

1 Did you have a preparation course before doing the TOEFL test?............................

2 Do you think tim e is enough to answer the whole questions in the test...

6 Do you think the courses tak en in your m ajor Helped you to develop the Listening Skill?

7 Do you think the courses taken in your m ajor helped you to develop the Structure Skill?

8 Do you think the courses taken in your m ajor helped you to develop the reading skill?......

Total

10 How do you consider the TOEFL test?

Total 9 Num ber the difficulty in the sections of the TOEFL?

?

1

1 ?

10

10. THEORETICAL DEFINITION A ND DEVELOPMENT

In the year of 2005 a newspaper published an article related to the results the MINED

got from an evaluation of the 31 universities in El Salvador;

unfortunately the UNPES was one the worst evaluated, including aspects such us: poor bibliography, few teachers per students, desks per students, and structure and technological resources. However, it has changed in the past two years. The UNPES has overcome most of its weaknesses and offered to students new opportunities to learn more about English using modern resources. The university has also opened some free courses in which students can improve their level of English knowledge without leaving their normal subjects. What the students get on a test reflects what their university is doing for them. For that reason, at UNPES, there are now new courses that help students to improve their level of English knowledge. There is also a TOEFL preparation course in which students can get more familiar with what the test evaluates, and its sec tions.

The information we found on the theoretical framework was different from what we got on the results of the TOEFL 2005 and 2006. After a deep analysis of the information obtained from those tests, we can say that there is no improvement shown in the English proficiency in the English Teaching Students. The weaknesses remain the sa me, and the M INED is not satisfied with the punctuation the students at UNPES are getting in each TOEFL.

The book

“CAMBRIDGE PREPARATION FOR THE TOEFL TEST� explains in a d etailed way each skill the test evaluates and every single section the TOEFL

comprises. That information helps students to have an overview about the test’s structure but not to get be tter results. What really makes students capable to face a test like the TOEFL is actually a good English preparation. Even though there is a lot of bibliography regarding to what the te st e valuates, we cannot warrantee that students will get good results on the evaluation. What we consider important is the Teaching Learning P rocess in which students can develop the basic English skills and increase their level o f vo cabulary and proper use of grammar. An English preparation has to be directed to the students’ proficiency, not for an English test, that might not show in fa ct if the students are able to succeed on their major, but also for their entire majors and professional development as a whole.

Everybody and everything is involved in the Teaching Learning Process; teachers, students, university authorities, te chniques, metho dologies and the technological resources that will make the job easier for everyone in the major.

In conclusion as researchers, we can say that a good English teacher staff, new innovating resources such as: bibliography and technological items, the implementation of new methodologies together with the students´ interests, will help to obtain better results in the TOEFL test.

CHAPTER III

OPERATIVE FRA MEWORK

11. DESCRIPTION OF THE INVESTIGATION´S SUBJECTS

In the year of 2006 there were 20 English te aching students coursing the last semester of their major. Only five of those got results above 520 in the Test Of English as a Foreign Language (TOEFL). Those students make the subject of study in this research. The results are based on those 20 students that faced the test in 2006. With the preview results obtained in the TOEFL 2005, there was a preface of the test, and the difficulty that students might find on it. Once the results of the TOEFL 2006 were published, it was e vident that there was no improvement on the English proficiency. The information found during the research differed from the data obtained from the TOEFL 2006. In the TOEFL 2006, there were more students that completed the test, but it was pretty much the same, comparing the results from 2005, because there were more students that failed the test also . What students said in the survey is that they did not have a preparation for the TOEFL during the whole major. However, all the courses that the university has now a vailable to students will help them to have an overview about the TOEFL, and they will feel more comfortable and confident to face the test. For that reason, it is necessary to say that more courses and TOEFL preparation must be required for the University, in order for students to show better results on the evaluation.

11. PROCEDURES FOR GA THERING DA TA

As a group of researchers, we had to decide the kind of me thod or technique we could use to gather information on what students thought about the TOEFL test. Then, together with the advisor, we created a survey. At the beginning in the survey, we had fifteen questions, but they were not a s specific a s we wanted. Then, from those fifteen questions, only ten of them were taken into account, which asked about the different skills e v aluated in the TOEFL test.

Besides, we needed to know different points of view from students who took the test in 2005 and 2006. On November 2006, it was administered the test, on that date, we also administered to students the survey. Some questions were multiple choice and others were open questions. The survey provided us with important information for this research because it allowed us to know students´ perspectives, opinions and different suggestions to the English major.

12. ESPECIFIC ATION OF THE TECH NIQUE TO THE DATA A NALYSIS

The information from books, the interviews with the people in charge of the English major at UNPES and the results of the TOEFL 2005 and 2006 were not enough, it was necessary also to know the students perspective s about the evaluation in the test. For that reason, a survey was needed in which students could show their points of view about it, and the difficultie s they found in the TOEFL test. That surve y was considered as the method of gathering information from students the mselves; not only to get from them, wha t they knew about the four basic skills of the English Language, but also to know their

points of view regarding to the te st. The information ga thered in the survey was helpful because it showed the most difficult are a considered by the students in the TOEFL. The advisor approved the format and its question before the students filled it in. There were ten questions in the survey, which were planned in order to get the information needed from students. Most of those ten questions were multiple choices and the rest of them were open questions, so students could write additional information in them.

Universidad PedagĂłgica de El Salvador Faculty of Education Survey about the TOEFL 2006

Objective: To gather information about the students’ opinion on the strengths and weaknesses they face on the TOEFL test.

-----------------Put a check mark on the desired option below.-----------------

1.

Did you have a preparation course before doing the TOEFL test?

Yes 2.

No

Do you think time is enough to answer the whole questions?

Yes 3.

How do you consider the listening part in the TOEFL?

Easy 4.

Acceptable

Difficult

How do you consider the structure part in the TOEFL ?

Easy 5.

No

Acceptable

Difficult

How do you consider the reading section in the TOEFL?

Easy

Acceptable

Difficult

6.

Do you think the courses taken in your major helped you to develop the Listening Skill?

7.

If YES, which ones? ___________________________________________ _________________________________________ ___________________ Do you think the courses taken in your major helped you to develop the Structure skill?

8.

If YES, which ones? ___________________________________________ ____________________________________________________________ Do you think the co urses taken in your major helped you to develop the Reading skill?

Yes

No

Yes

No

Yes

No

If YES, which ones? ___________________________________________ ____________________________________________________________ 9. Number the difficulty in the sections of the TOEFL? Listening ___ 1= the most Difficult Structure ___ 2= average Reading ___ 3= the easiest one.

10. How do you consider the TOEFL test?

Easy

Acceptable

Difficult

Any suggestion or comments? _____________________________________________________________________________ ____________________________________________________________________ _________ ________________________________________________________ W e appreciate your cooperation!!!!!

13. TECHN IQUE AN D D ATA ANA LYSIS After gathering the information from the TOEFL 2005/2006 and the survey, a deep analysis of the results was needed. With the data in the chart already, it was easier to show a graphic representation of the results and its analysis. The technique used in this research was defined as Descriptive (Written Technique) because all the tools used to get the information were fill -in written tests. A graphic representation is shown in this section, starting with a contrast in the results from 2005 and 2006 and the survey itself.

RESULTS FROM ITP – TOEFL 2005 N

NAM E

POINTS

BASIC

LEVEL LOW . INT.

1

Cerritos ChacĂł n, Jessica Ivette

553

2

Ayala Alegria, Juan Carlos

550

3

M artinez S. Oscar Roberto

497

X

4

Diaz S. Karina Jam ileth

473

X

5

Vaquerano S. M anuel Arturo

467

X

6

Aguillon H. M artha Carolina

460

X

7

Rodriguez L. Ricardo Alcides

450

X

8

Berm udez Lainez, Em ilia

443

X

9

Early O rtiz, Karen Elizabeth

430

X

10

Segovia R. Rosa Candida

430

X

11

Barahona B. Brenda Lilybeth

427

X

12

Hernandez H. Yennesi Dayana

423

X

13

Cruz Vasquez, Ena Griselda

420

X

14

Posada Rodas, Berta Alicia

420

X

15

Hernandez, Oscar Antonio

417

X

16

Cruz Rios, Xenia Beatriz

413

X

17

Hernandez M aria de los Angeles

390

X

SUPERIOR

HIGH INT.

X X

RESULTS FROM TOEFL 2005/ GRAPH IC REPRESENTA TION

Level Superior High interm ediate Low inte rm ediate Basic

9 8 7 6 5 4 3 2 1 0

Students # 1 1 9 6

Score 553 550 427-497 390-423

Superior High intermediate Low intermediate Basic

Students #

The graphic above shows the results from the TOEFL 2005 in which only two students got above 520 in the score with one in the superior level and another one in the high interm ediate. The rest of the students got below 520, 9 students got around 427-497, and the rest, 6 students, got around 390 -423.

RESULTS FROM ITP – TOEFL NOVEMBER 2006.

N

NAM E

LISTENING

STRUCTURE

READING

SCORE

1

Aguillon, M artha Carolina

31/50

32/40

29/50

507

2

Cruz, Xenia Beatriz

45/50

32/40

31/50

550

3

Aviles, Gladys Roxana

37/50

33/40

37/50

550

4

Guillen de Sura, W endy M ayli

39/50

34/40

39/50

560

5

Giron, Julia M aria

40/50

36/40

40/50

577

6

Herdez, Yennesi Dayana

18/50

31/40

46/50

527

7

Duran, Jaqueline Adaly

32/50

28/40

25/50

487

8

Vasquez Jandres, Zuleim a

26/50

16/40

28/50

453

9

Pineda, M aria M agdalena

14/50

10/40

11/50

343

10

Rivera, Lorena del Carm en

17/50

16/40

15/50

387

11

Segovia, Rosa Candida

25/50

13/40

17/50

400

12

Vichez, M anuel de Jesús

17/50

12/40

16/50

377

13

Early, Karen Elizabeth

21/50

24/40

26/50

457

14

Posada, Berta Alicia

19/50

13/40

22/50

407

15

Osorio Hernandez, Arturo

14/50

12/40

9/50

343

16

Arias, M arielos Elizabeth

17/50

13/40

17/50

383

17

Rivera, Rosa Lilian

20/50

20/40

24/50

433

18

Aviles, Franklin Javier

18/50

18/40

22/50

420

19

Lopez Cruz, Cristina Eugenia

17/50

16/40

16/50

390

20

Arriaza, Josue N ain

27/50

20/40

30/50

463

RESULTS FROM TOEFL 2006/ GRAPH IC REPRESENTA TION

Level

Students #

Score

Superior

4

551-577

High interm ediate

1

520-550

Low inte rm ediate

6

427-519

Basic

9

390-426

Basic Low intermediate High intermediate Superior

Students #

0

5

10

The graphic above shows the results from the TOEFL 2006 in which only five students got above 520 in the score with four in the super ior level and another one in the high intermediate. The rest of the students got below 520, 6 students got around 427-519 and the rest, 9 students, got around 390 -426.

GLOBAL RESULTS FROM SURVEY/2006

#

Question

yes

no

16

4

5

14

10

10

13

7

8

12

52

47

Easy

Acceptable

Difficult

3 How do you consider the listening part in the TOEFL?

10

10

4 How do you consider the structure part in the TOEFL?

12

8

5 How do you consider the reading section in the TOEFL?

11

9

5

15

0

38

42

Listening

Structure

Readin g

1 Did you have a preparati on course before doing the TOEFL test?............................

2 Do you think tim e is enough to answer the whole questions...

6 Do you think the courses taken in your m ajor helped you to develop the Listening Skill?

7 Do you think the courses taken in your m ajor helped you to develop the Structure Skill?

8 Do you think the courses taken in your m ajor helped you to develop the reading skill?......

Total

10 How do you consider the TOEFL test?

Total 9 Num ber the difficulty in the sections of the TOEFL?

?

1

1 ?

?

ANALYSIS Questions

1. Did you have a preparation course before doing the TOEFL test?

Yes 16

No 4

20%

80%

yes

no

ANALYSIS The graphic above shows the results in percentages for the answers obtained on question 1. The 80% of the students selected the YES option and the rest of them NO, which is the 20% . It means that students are taking advantage of the programs given by the University to prepare for the TOEFL; however, there is a tendency to infer that those students have not been steady and persistent to improve their learning, or the TOEFL courses need more improvements in their quality.

2. Do you think time is enough to answer all the questions?

Yes 5

No 14

?

1

14

14 12 10 8 6

Yes No

5

?

4 2

1

0 Yes

No

?

ANALYSIS The graphic above shows the results from the answers ob tained in question 2. Five of the students selected the YES option, 14 chose NO and only 1 didn’t know about what to answer. It means that students must get more practice in the exam strategies; students have

achieved

the

knowledge

for

the

different

components

throughout their major; however, they need more practice to improve their grades.

3. How do you consider the listening part in the TOEFL?

Easy 0

Acceptable 10

10

Difficult 10

10

10 8 6

Easy Acceptable Difficult

4 2 0 0 Easy

Acceptable

Difficult

ANALYSIS The graphic above shows the results from the answers obtained in question 3. 10 of the students selected the ACCEPTABLE option, 10 declined to DIFFIC ULT but no one said it was easy. It means that English is being spoken in the classroom for communication means in a 50% . The Listening skill needs to be reinforced in all subjects of the English major.

4. How do you consider the structure part in the TOEFL?

Easy

Acceptable

Difficult

0

12

8

12 10 8 Easy Acceptable Difficult

6 4 2 0 Easy

Difficult

ANALYSIS The graphic above shows the results from the answers ob tained in question 4. 12 of the students selected the ACCEPTABLE option, 8 declined to DIFFIC ULT but no one said it was easy. There is a slight difference with the Listening part. Students need also to reinforce this skill in their daily classe s.

5. How do you consider the reading section in the TOEFL

Easy

Acceptable

Difficult

0

11

9

Difficult Difficult Acceptable Easy

Acceptable Easy 0

5

10

15

ANALYSIS The graphic above shows the results in pe rcentages for the answers obtained on question 5. From 20 students that is the sample, 11 students considered ACCEPTABLE the test, and the other 9 students considered the test as DIFFIC ULT.

6. Do you think the courses taken in your major helped you to develop the Listening Skill?

10

YES

NO

10

10

10

10

8 6 4 2 0 YES

NO YES

NO

ANALYSIS The graphic above shows the results from the answers obtained on question 6. 10 of the students selected the YES option and the rest of the students replied NO. Not all subjects in the English area are following the same tendency: some students think tha t the subjects are helping them, and some others think they are not.

7. Do you think the courses taken in your major helped you to the Structure Skill?

develop

% YES

13

65%

NO

7

35%

35% YES NO 65%

ANALYSIS The graphic above shows the results in percentages for the answers obtained on question 7. The 35% (7) of the students selected the NO option and the rest of the students replied YES; that makes 65% .

There is an improvement in the subjects orientated towards the Structure part. Students have subjects that help them to face the Structure part in the TOEFL test. It also means that most of them are satisfied with the Grammar and Structure subjects taught in th eir major.

8. Do you think the course s ta ken in your major helped you to develop the reading skill?

YES

NO

8

12

NO

12 NO YES

YES

8

0

5

10

15

ANALYSIS The graphic above shows the results from the answers obtained on question 8. 8 of the students selected the YES option and the rest of the students (12) replied NO. On the contrary, to the previous question, most students identified weaknesses in the Reading and Vocabulary I and Vocabulary II subjects; they believe that those subjects are not helping to improve the Reading skill evaluated in the TOEFL test.

9. How do you consider the TOEFL test?

Skill Difficulty Easy Average Difficult

12

Listening

Structure

Reading

2 3 11

3 10 2

5 4 6

11 10

10 8 6 5

6

4 4

3 2

3

Easy Average Difficult

2

2 0 Listening

Structure

Reading

ANALYSIS The graphic above shows the results from the answers obtained on question 9. There were three skills evaluated: Listening, 2 students said it was EASY, 3 of them selected the AVERAGE option and 11 of them said it was DIFFICULT. Structure; 3 students said it was EASY, 10 of them selected the AVERAGE option and 2 of them said it was DIFFICULT. Reading, 5 students said it was EASY, 4 of them selected the AVERAGE option and 6 of them said it was DIFFIC ULT. It is possible to conclude that the University has to put more efforts in helping students with the Listening skill.

10. Number the difficulty in the sections o f the TOEFL.

Easy

Acceptable

Difficult

0

5

15

16

15

14 12 10 Easy Acceptable Difficult

8 6

5

4 2 0

0 Easy

Acceptable

Difficult

ANALYSIS The graphic above shows the results from the answers obtained on question 10; 5 of the students selected the ACCEPTABLE option, 15 declined to DIFFIC ULT but no one said it was Easy.

14. CHRONOGRAM MES Nº CONCEPTUAL FRAMEWORK 1 SUPPORT BY THESIS CONSULTANT 2 TOPIC'S DEFINITION 3 OBJECTIVES 4 LOOKING FOR INFORMATION OBOUT THE TOPIC 5 BACKGROUND 6 JUSTIFICATION 7 STATEMENT OF THE PROBLEM 8 GOALS AND LIMITATIONS 9 CONCEPTS AND CATEGORIES 10 THEORETICAL FRAMEWORK DESIGN AND APPLICATION OF SURVEY PREPARATION OF THE PRELIMINARY 11 PLAN REVIEW OF THE PRELIMINARY PLAN 12 BY THE AUTHORITIES 13 OPERATIVE FRAMEWORK DOCUMENTAL INVESTIGATION 14 BIBLIOGRAPHICAL SELECTION 15 THEORETICAL DEFINITION 16 17 DESCRIPTION OF THE INVESTIGATION´ S SUBJECTS 18 PROCEDURE TO GATHER ING DATA 19 PRELIMINARY INDEX ABOUT THE FINAL REPORT 20 RESOURCES

SEMANA

AGOSTO SEPTIEMBRE OCTUBRE NOVIEMBRE D

15. RESOURCES

15.1 HUMA N RESOURCES

COORDINA TOR OF UNPES ENGLISH DEPARTMENT: is the person in charge of managing and giving guidelines to the teachers o f the English specialty that teach to STUDENTS OF THE ENGLISH TEACHING MAJOR AT UNPES ABOUT TO FINISH THEIR 3 RD YEAR OF THEIR MAJOR , these students took the TOEFL test in November 2005, and people who failed took the test in November 2006 again. These students have been the object of study for the RESEARCHERS, people who during several months have been making a research about the analysis of the results in the different tests students have taken at UNPES with the coordin ation of an ADVISOR, he has been assessing the research, and correcting Grammar mista kes done by the researchers.

15.2 MATER IAL RESOURCES

TOEFL TEXTBOOKS , the type of books in which it is found information about the different types of TOEFL around the wo rld. Some books are: GEAR, JOLENE AND GEAR, ROBERT, Cambridge Preparation for the TOEFL Test, Cambridge University Press, United Kingdom 2002, third edition, and MAHNKE, KATHLEEN, The Heinemann Elt TOEFL Preparation Course, Macmillan Heinemann, Elt, United Kingdom, 1996. As well as TOEFL MAGAZINES that have information about the TOEFL like: ETS, Test and Score Manual, Princeton, NJ, USA, 1997. And some TOEFL B ULLETIN like ETS, Information

and Registration Bulletin for Internet – Based Testing (IBT), Princeton, NJ, USA, 2006 – 2007. Another resource used to get more information wa s the INTERNET. It was necessary to acce ss to some browsers like Yahoo, or Google, then type a words related with TOEFL so the information can be downloaded later. In this investigation the researchers got information about the MINED TOEFL RESULTS FROM NOVEMBER 2005 , the list shows seven teen students who took the te st, then it shows the different punctuation students got in the test, the number of students who approved, and the ones that failed.

Therefore, it is showed the INSTITUTION AL TOEFL RESU LTS FROM NOVEMBER 2006 at UNPES, this shows twenty students who took the test in this date, but only a few students approved it again. To know what students thought about the test the research ers make them complete a

SU RVEY, in

which students gave the researchers more information about how they feel about the TOEFL, asking questions related with the subjects taken at University during the three years that lasts the ENGLISH TEACHING PENSUM MAJO R, that contains the subjects of the major, in the case o f the English specialty this has twenty two subjects, fourteen general and eight of the English area. All the information was typed in a COMPUTER; an electronic device for the storage and processing of information, it is used for different purposes with different programs, and then it was printed in

BOND PAPER through the PRIN TER,

another useful machine, used to print characters and images.

16. PRELIM INARY IN DEX ABOUT THE FINAL REPORT CHAPTER I CONCEPTUAL FRAMEWORK In the first section of the research, it is found the introduction, the objectives that we wanted to reach in this project. Then, in the background, it is included the importance about the TOEFL test not only in El Salvador, but also around the world. The justification of the research is about the preparation students have in order to get acceptable results in the TOEFL, and the opportunities they can get in different places where the English language is required. At the end, it is mentioned the limitations to develop this research.

CHAPTER II THEORETICAL FRAMEWORK The second section in this research is about the different types of TOEFL tests.

Differences among them, the sections that each of them evaluate, and the time per each section. The different types of TOEFL known are: Internet – Based test, Compu ter - Based test, and Paper – Based test. The Paper – Based test is the one taken into account by the MINED in order to graduate English Teachers.

CHAPTER III OPERATIVE FRAMEWORK In the third section, it is mentioned the subject of this research, that are the English teaching students from UNPES. The procedures to gather the important information to develop the research, the techniques used, the chronogram where there are mentioned the different activities developed and the resources used.

17. BIB LIOGRAPH ICAL REFEREN CES

GEAR, JOLENE AND GEAR, ROBERT, Cambridge Preparation for the TOEFL Test, Cambridge University Press, United Kingdom 2002, third edition.

MAHNKE, KATHLEEN, The Heinema nn Elt TOEFL Preparation Course, Macmillan Heinemann, Elt, United Kingdom, 1996.

ETS, Test and Score Manual, Princeton, NJ, USA, 1997.

ETS, Information and Registra tion Bulletin for Internet – Based Testing (IBT), Princeton, NJ, USA, 2006 – 2007.

PARROT, MARTIN, Grammar for English Language Teachers, Cambridge University Press, 2000, U.K .

http//.ww w.ets.org/itp

OVIEDO, STANLEY, Coordinador de la carrera de Ingles, UPES, entrevista, Marzo 2006.

ANEXXES