A pilot study on pet and aptis tests for english non – major students at hoa sen university

Journal of Science and Technology, Vol.37, 2019

A PILOT STUDY ON PET AND APTIS TESTS FORENGLISH NONMAJORSTUDENTS AT HOA SEN UNIVERSITY
QUACH THI TO NU, VUONG NGỌC TIEN, HONG NGUYEN THANH TAM
Hoa Sen University;
, ,

Abstract. This study aims to investigate the appropriateness of PET and Aptis for students whose major
is not English (called non-majors) at Hoa Sen University (abbreviated to HSU), to decide on the more
suitability of either tests and to give some recommendations for teaching English to the non-majors. Both
quantitative and qualitative research methods were employed in this study, which was mainly based on
the Test Results of 39 non-majors. Questionnaires were used to collect extra-information on those tests.
The research findings suggest that PET and Aptis should be suitable to HSU non-majors, that Aptis could
be more suitable than PET, and that the currently applied curriculum should be changed a bit to make the
non-majors familiar with composing Email responses and Interactive writing in PET and Aptis.
Key words. Aptis, non-majors, PET
1
INTRODUCTION
The English program at English Zone (abbreviated to EZ), HSU, has been designed to equip the nonmajors with the four basic language skills in English, namely reading, writing, listening and speaking, to
succeed academically and to be able to communicate fluently in the demanding working environment. In
order to graduate, the non-majors can submit one of those three certificates: TOEIC 550, TOEFL iBT 64,
or IELTS 5.0. These requirements are relevant to the Vietnamese Six-Level Language Competence
Framework (VLLCF) 2020. Accordingly, Vietnamese graduates have to complete 3/6 in VLLCF
(equivalent to B1 of CEFR). Students can choose a certificate of their own interest and orientation. HSU
has been cooperating with IIG to provide a free TOEIC exam to students who joined the whole English
program at EZ. It can be inferred that TOEIC is not the only exit certificate for the non-majors. However,
most of them choose it because EZ students can take a free exam once and non-EZ students do not have
to pay a lot of money for this two-skilled test.
After years of organizing TOEIC exams to the non-majors, we have found out some drawbacks:
Firstly, TOEIC no longer matches the English program objectives as the currently-used TOEIC test does
not test all the four basic language skills in English. Secondly, TOEIC is irrelevant to CEFR and VLLCF

used for building EZ curriculum, choosing course books, teaching and assessing. TOEIC, therefore,
cannot be integrated into the curriculum’s testing and assessment. Thirdly, most of the non-majors do not
take the TOEIC exam right after finishing the English Program but wait until their graduation time, which
results in knowledge loss and skill weakening. Fourthly, EZ has to provide a TOEIC preparation course
as the TOEIC exam is far different from EZ’s English program. Last but not least, only 58% of the nonmajors get the required scores. This is a waste of HSU investment and students’ time. Hence, we need to
find a substitute test (1) which is relevant to the training aims, HSU’s English program, (2) which tests all
four skills, (3) which is relevant to CEFR and the VLCF, (4) which can be integrated into the teaching
program to assess students during and after the program, (5) which can increase the percentage of
successful English learners and guarantee the teaching quality, and (6) which is affordable.
Those new conditions lead us to consider PET and Aptis to assess the non-majors competence after
completing the EZ English program. These new certificates are provided by prestigious organizations
(Cambridge Examinations or British Council) whose assessment systems can be compared to CEFR and
MoET. In comparison to TOEIC, their prestige, confidentiality, validity and reliability of language
assessment are equivalent. Upon providing new test, HSU keeps recognizing TOEIC 550, TOEFL iBT 64
and IELTS 5.0 as English graduation benchmark. There is a need for us to find out whether these two
tests actually meet our hypothesis.
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A PILOT STUDY ON PET AND APTIS TESTS FOR ENGLISH NON-MAJOR STUDENTS
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LITERATURE REVIEW

2.1 What is PET
A Cambridge English: Preliminary (PET) qualification shows that you have mastered the basics of

English and now have practical language skills for everyday use.
Results and score scale
Cambridge English: Preliminary (PET) results are reported on the Cambridge English Scale[1].You will
receive a separate score for each of the four basic language skills and use of English, giving you a clear
understanding of your performance. These five scores are averaged to give you an overall result for the
exam. You will also be given a grade and Common European Framework of Reference for Languages
(CEFR) level.
Cambridge English: Preliminary is targeted at CEFR Level B1, but also provides reliable assessment at
the level above B1 (Level B2) and the level below (Level A2).The candidate’s overall score is averaged
from the individual scores for each of the four skills[2].
2.2

What is Aptis
Aptis is a business-to-business product whose clients are organizations and institutions using Aptis
to benchmark the English language levels of their employees, potential employees, students or teachers.
(British Council, English Language Assessment Research, 2014, p.7)[3]
The history and aim of Aptis development
Based on the main or general version of Aptis launched in August 2012 and Aptis development project
conducted by an English Language Assessment Research Expert Group at the British Council, Aptis is
designed and developed in order to reflect best practice in the area of language testing and fit with the
British Council’s ambitions in the area of assessment literacy. The British Council’s ambitions are to aim
at offering world-class advice and consultancy to many governments, institutions, education ministries,
recruitment agencies, and corporation across the world. The language teaching and assessment of the
Aptis test is mainly linked to the referenced document − the Common European Framework of Reference
for Languages (abbreviated to CEFR) [4]. Consequently, the testing English levels from A1-C on CEFR,
Aptis is an English test for adults (16 years old or older), which can be used to assess ability in all the four
language skills.(Tucker, 2014: 11) [5].
Scoring
The report score of each candidate will be reported either on a numerical scale (0-50) or reported as a
CEFR level. The numerical scale score includes the overall scores of the four language skills except

grammar and vocabulary while the CEFR skill profile will be in form of bar chart along with the CEFR
skill descriptors. The descriptors of a candidate’s ability which comprise the CEFR indicate the
progression to mastery and are presented on a rising six-level scale (A1, A2, B1, B2, C1, and C2) [6].
Aptis Cut Score Table [7] should be referenced for clarification.
3

SCOPE AND PROCEDURE OF RESEARCH

3.1

Research questions
The study done for and reported in this paper aims to explore the suitability of HSU non-majors with
either PET or Aptis tests. So the study addresses the following research questions:
1. What are HSU non-majors’ perceptions to Aptis?
2. What are HSU non-majors’ perceptions to PET?
3. What are HSU non-majors’ performances on the two tests?
3.2

Participants
Polit and Hungler (1999:37)[8] refer to the population as an aggregate or totality of all the objects,
subjects or members that conform to a set of specifications. In this study, the population was 40 upperintermediate HSU non-majors.

© 2019 Industrial University of Ho Chi Minh City


A PILOT STUDY ON PET AND APTIS TESTS FOR ENGLISH NON-MAJOR STUDENTS
AT HOA SEN UNIVERSITY

161

Elmes et al (2012:56)[9] stated that random selection is related to sampling. Therefore, it is most
related the external validity of the results. In this research, random selection has been employed through
these processes.
First, more than 200 EGC4 students aged from 19 to 21 and coming from different majors are
informed to register for the new tests as an extra benefits different from TOEIC. Second, only 80 students
getting 5.6 to 10 score (in which their average score for each skill must be at least 5) in EGC4 are
qualified. They are put into apreparation class equipping them with knowledge and strategies for both
tests. Nearly half of them have been learning English for six to ten years, and up to 37% of the students
have a prolonging experience with English when they have been exposed to English since the age of six.
Nearly 50% of the students started at EZ at the Intermediate levels (EGC1 or EGC2). It can be inferred
that their Entry levels were relatively high. Third, after the mock test (a mixed test of PET and APTIS
question types) at the end of the preparation time, the shortlisted 40 students are divided into two
equivalent groups of 20 for PET and 20 for Aptis. Each group comprises average, fair and good scores.
The students do not know which real test they will take until 7 days before the exam.
3.3

Instruments

EGC 4 scores
The final exam scores of EGC4 students in semester 15.A2 at HSU were used to select participants
whose scores range from 5.5 to 8.5.
Mock Test
The mock test, which consists of four parts, is a mix of the two tests: PET and Aptis [10, 11, 12, 13].
The two-folded purpose is to familiarize the students with both of the tests’ question types and to divide
them into two equivalent groups for the real tests later.
Part 1 is a 30-question Listening pack divided into five sessions focusing on ticking the correct
picture, MCQs, gap fill, YES/NO, short conversations. Part 2 is a 18-question Grammar and Vocabulary
focusing on matching definition and MCQs. Part 3 is a 28-question Reading pack divided into four parts
focusing on putting the story events in the correct order, matching the heading, matching the people with
the correct interest, gap fill. Part 4is a three-part Writing pack focusing on sentence completion, stating

feelings on a club, formal and informal emails.
Pre-Test Questionnaire (See Appendix B.)
The students are first requested to fill in some background information including their full name,
gender, age, major, years of learning English, and English levels taken at EZ. Then they are asked to give
their opinions on the five following parts. Part 1 is on test-taking skills: the students evaluate their own
knowledge and familiarity to PET and APTIS question types. Part 2 is on test psychology: the students
express their feelings, aims, seriousness, motivation and confidence on the test. Part 3 is on the Mock test
evaluation: the students evaluate the clarity of the test instruction, their time management skill, their
familiarity with test question types, and the speed and sound quality of the test audio. Part 4 is on the
relevance of EGC program to the Mock Test: the students identify the overlapping question types
between EGC program and PET/APTIS test. Part 5 is on the review session: the students evaluate the
usefulness of the review days on their test-taking skills and knowledge.
Post-Test Questionnaire (See Appendix C)
The students are requested to fill in some background information including their full name, gender, age,
major, years of learning English, and English levels taken at EZ. Then they are asked to give their
opinions on the six following parts. Part 1 is on the overview feelings on the exam: the students evaluate
their feelings on doing the test on computers, exam instructions, their familiarity with question types, the
time allotted, their results on paper versions, the review time, and the review session content. Part 2 is on
the Reading Test: the students evaluate their Reading skill, Reading question types, and reading obstacles.
Part 3 is on the Listening Test: the students evaluate their listening skill, listening question types, and
listening obstacles. Part 4 is on the Writing Test: the students evaluate their Writing skill, Writing
question types, and writing obstacles. Part 5 is on the Speaking Test: the students evaluate their Speaking
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skill, Speaking question types, and Speaking obstacles. Part 6 is extra information on their attendance
frequency in the review session, their preference on those tests, their self-study review time, and their
further suggestions for the teachers and university.
PET/Aptis results
Since the two real tests are confidential, we cannot get them from the test providers. So in this
part, we just describe the general format of the two tests.
PET test [14] is made up of three papers: Reading and Writing (1 hour 30 minutes), Listening
(36 minutes, including 6 minutes' transfer time), Speaking (10-12 minutes per pair of candidates).
Aptis test [15]is described as follows: Core (25 minutes), Reading (30 minutes), Listening (25-50
minutes), Writing (50 minutes), Speaking (12 minutes)
3.4

Data analysis
In this study, SPSS was used to analyze the collected data. Independent sample T-test analysis was
used to find whether there were any differences among EGC4 average scores of each skill, between PET
and Aptis mock test and real test results.

4 RESULT OF RESEARCH
Mock test results comparison

Figure 1. Mock test results of PET and Aptis groups
Figure 1shows that individual scores in two groups PET and Aptis ranged from 40 to 90. Aptis
group’s average score is 65.16 while that number for PET is 65.93. It can be concluded that two groups
have equivalent band scores, peaking at 70.
Independent samples T-test
Table 1.Mock test results comparison between PET/Aptis
Group Statistics

Listening

Reading

Writing

T-test for Equality of Means

Aptis

N
19

Mean
72,807

Std.
Deviation
12,8266

Std. Error
Mean
2,9426

PET

20

72,333

13,8116

3,0884

Aptis

19

70,677

17,6407

4,0471

PET

20

69,821

13,2862

2,9709

Aptis

19

67,434

11,7073

2,6858

© 2019 Industrial University of Ho Chi Minh City

T

Df

Sig. (2tailed)

Mean
Difference

Std. Error
Difference

,111

37

,912

,474

4,274

,172

37

,865

,855

4,984

,434

36

,667

1,645

3,792


A PILOT STUDY ON PET AND APTIS TESTS FOR ENGLISH NON-MAJOR STUDENTS
AT HOA SEN UNIVERSITY

Grammar

Mock
Test

PET

19

65,789

11,6682

2,6769

Aptis

19

49,708

20,7435

4,7589

PET

20

52,222

21,2048

4,7415

Aptis

19

65,156

11,8153

2,7106

PET

19

65,932

10,5451

2,4192

163

-,374

37

,710

-2,515

6,722

-,214

36

,832

-,776

3,633

An independent sample t-test was run to see if there is a significant difference between two groups in
individual scores. It can be seen from table 1 that sig. level of the Mock Test and all individual skills are
bigger than 0.05 (p>0.05), resulting in no differences in individual and overall scores between two
groups. In other words, two groups performed similarly to each other in both overall and individual
scores.
EGC4 Scores Comparison

EGC4 AVERAGE SCORES

EGC4 AVERAGE SCORES

Figure 2. Average scores of EGC4 between two groups PET and Aptis
As can be seen from Figure 2, the students in two groups have average scores ranging from 5.5 to
8.5. Aptis group’s average score is 67.32, and PET’s is 67.55. The figure also shows that two groups have
similar average scores peaking from 6.5 to 7.5.
- Independent samples T-test
Table 2.The comparison of EGC4 average scores between PET and Aptis
Group Statistics

Listening
Reading
Writing
Speaking

Vocabulary
Grammar
EGC4
AVERAGE
SCORES

Aptis
PET
Aptis
PET
Aptis
PET
Aptis
PET
Aptis
PET
Aptis
PET
Aptis
PET

N
19
20
19
20
19
20
19
19

19
20
19
20
19
20

T-test for Equality of Means

Mean
71,579
72,000
65,000
65,375
62,368
74,750
73,070
72,456
58,947
59,500
60,526
58,5
67,315

Std.
Deviation
14,9120
15,5935
17,3606
13,4084

16,7803
10,8185
11,0730
11,4040
20,2470
15,3811
17,4717
20,5899
6,91257

Std. Error
Mean
3,4211
3,4868
3,9828
2,9982
3,8497
2,4191
2,5403
2,6163
4,6449
3,4393
4,0083
4,6040
1,5858

67,55

8,13358

1,8187

T

df

Sig. (2tailed)

Mean
Difference

Std. Error
Difference

-,086

37

,932

-,421

4,891

-,076

37

,940

-,375

4,952

-2,723

31

,011

-12,382

4,547

,168

36

,867

,614

3,647

-,096

37

,924

-,553

5,739

,331

37

,743

2,026

6,131

-,097

37

,924

-,234

2,423

© 2019 Industrial University of Ho Chi Minh City


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A PILOT STUDY ON PET AND APTIS TESTS FOR ENGLISH NON-MAJOR STUDENTS

AT HOA SEN UNIVERSITY

Table 2 shows the comparison of EGC4 average scores and detailed scores between Aptis and PET
groups through T-tests. The sig. level values of average scores and detailed scores comprising of
Listening, Reading, Speaking, Vocabulary, Grammar are all greater than 0,05 (p>0.05), it can be
concluded that there is no significant difference between two groups. In other words, two groups have
equivalent average scores and detailed scores. As for Writing scores, with t-test results are t=2,723,
df=31, p=0,011. As p<0.05, we can conclude that two groups have a significant difference in Writing
Skill. In brief, PET group has better Writing score than Aptis group.
Pre-Test Questionnaire Comparison
Table 3. Self-evaluation of necessary skills and knowledge for the exam

Strongly
disagree
Disagree
Neutral
Agree
Strongly
agree

I have sufficient
vocabulary and grammar
for the tests
Aptis
PET
0
1
0,0%
5,3%
1

1
5,6%
5,3%
3
5
16,7%
26,3%
8
11
44,4%
57,9%
6
1
33,3%
5,3%

Count
% within Groups
Count
% within Groups
Count
% within Groups
Count
% within Groups
Count
% within Groups

I have adequate
listening skills for the
tests

Aptis
PET
0
1
0,0%
5,3%
1
1
5,6%
0
1
2
5,6%
10,5%
11
13
61,1%
68,4%
5
2
27,8%
10,5%

I have adequate reading
skills for the tests
Aptis
PET
0
1
0,0%

5,3%
0
0
0,0%
0,0%
1
3
5,6%
15,8%
14
13
77,8%
68,4%
3
2
16,7%
10,5%

I have adequate
writing skills for the
tests
Aptis
PET
0
1
0,0%
5,3%
0
0
0,0%

0,0%
4
2
22,2%
10,5%
9
14
50,0%
73,7%
5
2
27,8%
10,5%

After the revision time, the students claimed that they had been well-equipped with Vocabulary,
Grammar, Listening, Writing and Reading. When compared, Aptis groups thought that they had better
Vocabulary, Grammar competence, Listening, and Reading. Meanwhile, PET group thought they had
better Writing skill. Although two groups self-evaluated differently, Mann-Whitney U test revealed that
such difference is not statistically significant.
Table 4 listed students’ feedback on their attitude and psychology. In general, two groups of students
are quite confident. Most of them had motivation and serious attitude to the exam. They, therefore, are
confident in their test and time management skills. Despite the varied answer percentage, Mann-Whitney
U test results show that such difference is not statistically significant.
Table 4.Students’ attitude and psychology before the exam

Strongly
disagree

Disagree

Neutral

Agree

Strongly
agree

I am
confident
before the test

I have clear
objectives for
the test

I take the test
seriously

Aptis

Aptis

Aptis

PET

PET

PET

I am
motivated to
take the test
Aptis

PET

I am confident
with both tests
Aptis

Count
0
1
0
1
0
1
0
1
0
%
within
0.0% 5.3% 0.0% 5.3% 0.0% 5.3% 0.0% 5.3% 0.0%
Groups
Count
0
1
0
1

0
0
0
0
1
%
within
0.0% 5.3% 0.0% 5.3% 0.0% 0.0% 0.0% 0.0% 5.6%
Groups
Count
8
3
1
0
0
0
3
3
8
%
within 44.4% 15.8%
5.6% 0.0% 0.0% 0.0% 16.7% 15.8% 44.4%
Groups
Count
11
14
12
12
13
13

10
8
8
%
within 44.4% 57.9% 77.8% 63.2% 66.7% 68.4% 72.2% 52.6% 44.4%
Groups
Count
2
1
3
3
5
6
5
2
5
%
within
Groups

11.1% 15.8% 16.7% 26.3% 33.3% 26.3% 11.1% 26.3%

© 2019 Industrial University of Ho Chi Minh City

5.6%

PET

I have the
skills to

complete the
tasks in both
tests

I know the
structure of
the tests to
use time
effectively

1

Aptis
0

PET
0

Aptis
0

PET
0

5.3%

0.0%

0.0%

0.0%

0.0%

2

0

1

0

1

10.5%

0.0%

5.3%

0.0%

5.3%

9

3

1

5

5

47.4% 16.7%
5

14

5.3% 27.8% 26.3%
16

13

12

26.3% 77.8% 84.2% 72.2% 63.2%
2

1

1

0

1

10.5%

5.6%

5.3%

0.0%

5.3%


A PILOT STUDY ON PET AND APTIS TESTS FOR ENGLISH NON-MAJOR STUDENTS
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PET and Aptis test results comparison
- Skill-based estimation
Table 5.The skill-based result comparison of the two groups −Aptis and PET

Number of students
Average score (%)
A1
A2
B1
B2
C

Listening
Aptis
PET
19
20

66,53
45,7

Reading
Aptis
PET
19
20
76,00
48,7

Speaking
Aptis
PET
19
20
68,63
53,1

Writing
Aptis
PET
19
20
78,74
55,2

0%
0%
21%

58%
21%

5%
5%
26%
21%
42%

0%
11%
68%
16%
5%

0%
0%
26%
68%
5%

5%
35%
40%
20%
0%

0%
40%
50%

10%
0%

0%
10%
80%
10%
0%

0%
10%
85%
5%
0%

It is clearly shown from Table 5 that, in all four skills, Aptis test-takers have achieved higher average
scores. When contrasted to the CEFR standard, the percentage of students in the Aptis group gaining a B2
and above is comparatively higher than that of the PET group in terms of three of the four skills including
Listening, Reading and Writing. However, the PET group’s writing score in EGC4 outweighed its
counterpart.
-

Overall result estimation

Figure 3.Aptis and PET test result comparison
Students’ test-taking skills for both tests are revealed in Figure 3. Notably, a majority of Aptis testtakers got scores of higher than 60% or above while half of PET test-takers scored 40%-60%, together
with 75% of those receiving lower than 60%.
Table 6. CEFR standard-based APTIS and PET test result comparison
Number of students
Average score (%)

A2
B1 Lower
B1 Upper
B2
C

Aptis
19
72.47
5%
0%
16%
63%
16%

PET
20
50.6
25%
55%
10%
10%
0%

A percentage of 95% students gained from Upper B1 to higher standard which meets HSU
graduation requirements. Besides, 63% of the students joining Aptis test reached B2 and 16% reached C.

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AT HOA SEN UNIVERSITY

On the contrary, there was an equally minimal number of 10% of Pet group getting B1 and B2, and none
of them reached level C.
-

Independent samples T-test
Table 7. General and skill-based Aptis and PET test result comparison
Group Statistics

Listening
Reading
Speaking
Writing
Test
Result

Aptis
PET
Aptis
PET
Aptis
PET
Aptis
PET
Aptis
PET

N
19
20
19
20
19
20
19
20
19
20

Mean
66,526
46,400
76,000
48,700
68,632
53,100
78,737
55,200
72,473
50,675

T-test for Equality of Means
Std.
Error
Mean
2,6878

6,9700
4,6188
5,7331
3,1606
3,5377
2,1856
3,1868
2,5653
4,0010

Std.
Deviation
11,7159
31,1708
20,1329
25,6394
13,7768
15,8210
9,5268
14,2519
11,1821
17,8931

t

df

Sig. (2tailed)

Mean

Difference

Std. Error
Difference

2,694

24,499

,013

20,126

7,470

3,685

37

,001

27,300

7,408

3,262

37

,002

15,532

4,761

6,091

33,301

,000

23,537

3,864

4,534

37

,000

21,799

4,808

Table 7 describes the general Aptis and Pet test result comparison along with the single skill results
by using the T-test application. Basing on the value of sig. level of Test Result and the four components,
Listening, Reading, Speaking and Writing lower than 0,05 ( p˂0.05), it can be concluded that the
discrepancy of the general result of Aptis and PET as a whole, as well as the specific skill result is
statistically significant.

Post-Test Questionnaire Comparison
After the real exams, the students were requested to feedback on various aspects of the exams. In
general, the majority of the students had positive feedback. As for computer-based exam, Aptis and PET
groups claimed that they experienced no difficulty performing their exam. Most of the students stated
they understood the exam instructions clearly, mastered question types, and had sufficient time for the
exam. Although most of them had positive feedback on computer-based exam, about 40% of Aptis group,
and 50% of PET group thought they would have better results if doing the test on paper, while the
percentage of disagreement were 27% and 15% for Aptis and PET, respectively. Despite the students’
varied percentage in answers, Mann-Whitney U test results show that such difference is not statistically
significant.
Table 8. Students’ post-test feedback
I had no
difficulty doing
the test on
computer
Strongly
disagree
Disagree

Neutral

Aptis
Count
%
within Groups
Count
1
%
5,6%
within Groups

Count
4
%
22,2%
within Groups

PET

I understood all
instructions in
the test

I was familiar
with all task
types

Aptis

Aptis

PET

PET

I had enough
time to finish
the test
Aptis

PET

2
10,5%
1
5,3%

1
5,6%

© 2019 Industrial University of Ho Chi Minh City

1
5,3%

0
0,0%

1
5,3%

0
0,0%

1
5,3%

I would have
had better result
if had done the
test on paper

Aptis

PET

5
27,8%

3
15,8%

6
33,3%

7
36,8%


A PILOT STUDY ON PET AND APTIS TESTS FOR ENGLISH NON-MAJOR STUDENTS
AT HOA SEN UNIVERSITY
Agree

Strongly agree

5

Count
6
%
33,3%
within Groups

Count
7
%
38,9%
within Groups

167

10
52,6%

9
50,0%

7
36,8%

10
55,6%

13
68,4%

8
44,4%

11
57,9%

5

27,8%

4
21,1%

6
31,6%

8
44,4%

11
57,9%

8
44,4%

5
26,3%

10
55,6%

7
36,8%

2
11,1%

5

26,3%

CONCLUSION AND RECOMMENDATIONS

The findings of the study are presented in the order of the research questions. The analysis of EGC4
results and Mock Test results revealed that the two groups of students are equivalent in English level. The
data collected from the questionnaires showed that students had similar feedback. Both groups were quite
confident in their own knowledge and test-taking skills before the tests. Likewise, two groups were
positive in their test performance regarding their comfort in doing computer-based tests as well as the test
content.
However, significant differences were found in tests results between two groups. Aptis groups
excelled in the total scores and band scores. As a result, Aptis students were ranged from Upper B1 or up
in CEFR. Meanwhile, PET students received considerably lower scores. The analysed data revealed that
both PET and Aptis tests are suitable to HSU non-majors’ skills and knowledge acquired from the
English program at EZ. Both tests are held by the international prestigious organizers and in reference of
CEFR. They, therefore, have equivalent reliability. However, their different scoring systems may lead to
lower results in PET group.
Considering the test reliability, the correlation to EGC program, the students’ feedback, exam fees,
test results-informing time, the convenience in exam organizing, we suggest using Aptis test as a Foreign
Language Graduation Exam at HSU.
Basing on the interview with students and questionnaires, some recommendations are put forward as
follows:
As for skills, first, it is highly suggested that HSU and its test provider − British Council should
provide more opportunities for test-takers to frequently practice computer-based oral skill so that students
will gain more confidence having real speaking exams. Additionally, seating arrangement in the speaking
test room should be reconsidered because, despite the supply of headphone, students were distracted by
the noise caused from too close seating. Second, a more challenging vocabulary source and practice are
necessary for students as, although the Aptis group got better result, they still found the vocabulary
section difficult. Third, more time for regular writing practice ought to be added in the review sessions so
that students can be able to be familiar with Aptis writing format. Fourth, British Council should supply

more practice tests for HSU to be used as review materials.
As for population, a suggestion for further study on this issue is to have frequent reminders for EZ
learners who volunteer to join full review sessions and try not to miss the real test so as to guarantee the
population.
The present study was conducted with limited number of students due to the budget. Hence, similar
studies should be conducted with bigger population to have a larger picture of the studied issue.

© 2019 Industrial University of Ho Chi Minh City


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APPENDIX
Appendix A: Terms and Acronyms
EZ
HSU
PET
Aptis
TOEIC
CEFR
EZ students
non-EZ
students
EGC4

English Zone, a language center teaching English to students whose major is not Englishat
Hoa Sen University

Hoa Sen University
Preliminary English Test, provided by Cambridge Examination
A modern and flexible English language proficiency test provided by British Council
Test of English for International Communication, provided by IIG
The Common European Framework of Reference for Languages
HSU students who study English at EZ
HSU students who do not study English at EZ
English for Global Communication level 4- using Upper intermediate Solutions books by
Oxford University.

© 2019 Industrial University of Ho Chi Minh City


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AT HOA SEN UNIVERSITY

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Appendix B: PRE-TEST QUESTIONNAIRE

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© 2019 Industrial University of Ho Chi Minh City

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Appendix C: POST-TEST QUESTIONNAIRE

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REFERENCES
[1] The Cambridge English Scale. />[2] Cambridge English. Preliminary (PET). Results. />[3] British Council, English Language Assessment Research (June, 2014). Aptis Test System, Test Manual version
0.3, pp. 32-36. />[4] Cambridge University Press (2014). Preliminary English Test 6, Preliminary English Test for School
/> />[5] Tucker, J. (2014). Test Specifications and Item Writer Guidelines in a Multilingual World: Issues and Solutions.
Website accessed16 September 2016:
/>[6] Aptis Candidate Report.
/>[7] Aptis Cut Score Table. />[8] Polit, D.F. &Hungler, B.P. (1999). Nursing research: Principles and Methods (6thed). Philadelphia: JB
Lippincott.
[9] Elmes, DG, Kantowitz, BH, &Roediger, H L. Research Methods in Psychology. Belmont, CA: Wadsworth;
2012.
[10] British Council, English Language Assessment Research (June, 2014). Aptis Test System, Test Manual version
0.3
[11] Cambridge University Press (2014). Preliminary English Test 6, Preliminary English Test for School
[12] Cambridge English. Preliminary (PET).

/>[13] Anderson. J. Free Aptis Exam Practice Materials. />[14] Cambridge English. Preliminary (PET). Exam Format.
/>[15] How to prepare for Aptis. />Received on February 1st, 2019
Accepted on March 25th, 2019

© 2019 Industrial University of Ho Chi Minh City