The Cooperation Between The
English Language Institute And
The English Language Testing
Subsection (ELTS)
Dr. Assoc. Prof. Dileta Jatautaite
1
The Purpose
• To familiarize with the results of the cooperation
between the (The Departament of Foreign languages)
DFL and ELTS
2
The Table of Contents
•
Introduction
-The Military Academy of Lithuania, The Institute of Foreign
languages and The Department of Foreign Languages
-English Language Testing Section (ELTS), the developer and
administer of the STANAG 6001 tests and STANAG 6001 testing
-Cooperation
-Results
•
•
Conclusions
References
3
The Policy of The Military Academy of
Lithuania
• The Military Academy of Lithuania is one of 15
Higher education institutions in Lithuania.
• Studies follow the programmes registered by the
Ministry of Education and Science which is the
institution of the executive power of the Republic of
Lithuania, forming and implementing the State policy
of education, higher education and research
4
Lithuanian Higher Education
• Lithuanian higher education and research are aimed at
drawing closer to Western Europe and other world’s
oldest intellectual and spiritual traditions, and
achievements of higher educational institutions
5
Education
• Consequently, The Lithuanian Armed Forces have
developed modern high quality military specialist
training and education curriculum and subject
syllabus for more than 500 cadets each year at the
Military Academy of Lithuania
6
The National Credit System
• The national credit system is based on an average of
1600 working hours per academic year, one credit
corresponding to 40 hours or one week of work
• Pass/fail level: 5/4
• Lowest on scale: 1
7
Mission
• The mission is to provide cadets with high
quality teaching and effective English
language acquisition in line with the needs of
the Armed Forces to achieve interoperability
with NATO members
8
Strategy
• According to endorsed Strategy of the Ministry of
Defense, the ultimate goal of English training at the
Military Academy of Lithuania should successfully
fulfill cadets’ expectations of professional tasks and
assignments in any circumstances and environment
9
Aim
• Hence, the aim of the Military Academy of
Lithuania is to provide cadets with the best
scientifically based and designed syllabus for the
acquisition of English knowledge and skills,
necessary for the successful implementation of their
professional tasks
10
Tasks
• Based on Higher education requirements, the tasks of
the English language program content comprise
standardized assignments permitting to attain four
compulsory skills aimed at improving: writing,
reading, listening and speaking
• As seen from this, all language skills are considered
equally important
11
Evaluation and Assessment Instrument
• Evaluation and assessment of the English language
achievement were provided to the cadets by
implementing the achievement test designed by the
teachers from the department of Foreign languages
which is held at the end of the 8 th semester
12
Evaluation and Assessment Instrument
• The formal achievement test examines how the
students have learned vocabulary and grammar,
listening and reading comprehension through the term
of 8 semesters
13
Evaluation and Assessment
• A formal achievement test comprises two written tests
each term, which amounts to eight tests throughout
four academic semesters that English is taught
• The cadet is supposed to collect no less than 75%
for successful completion of the course programme
which could be compared with the achievement of the
Second English Language Level according to ND
6001 test II level
14
Evaluation and Assessment
• If the score is below 75% and drops lower than 51%,
a cadets obtains level I
• And if it is under this percentage, a cadet acquires no
level at all
• Level III is the highest possible to achieve in this
case, for a cadet must require no less than 90% from
100% of the achievement test
15
Main Grading System
Full Description 1-10 :
•
•
•
•
•
•
•
10 (puikiai): excellent; (III level)
9 (labai gerai): very good; (III level)
8 (gerai): good; (II level)
7 (pakankamai): highly satisfactory; (II level)
6 (patenkinamai): satisfactory; (I level)
5 (silpnai): sufficient; (I level)
4-1: insufficient, (0 level)
16
Testing Procedures
• The structure of testing procedures, used in cadets’
assessment, is thoroughly described by Brindly who
developed tools and procedures for monitoring,
recording, and assessing learners' progress and
achievements in the classroom on a systematic and
formal basis (Brindly, 1997)
17
Listening and Writing
• In order to obtain level II in listening, a cadet must
understand conversations, briefings and telephone
calls about complex topics, including economics,
science, technology and his/her own professional
field
• So that to endorse level II, a cadet must write
effective formal and informal correspondence and
other documents on practical, social and professional
topics and special fields of competence
18
Criteria
The following criteria have been used to assess
spoken language:
1) accuracy
2) appropriateness
3) fluency
4) adequacy of vocabulary and content
19
Speaking and Reading
• To attain level II in speaking, a cadet must participate
effectively in most formal & informal conversations,
including meetings. He or She is to be able to deliver
briefings
• To read is necessary with almost complete
comprehension a variety of authentic written material
on general and professional subjects, including
unfamiliar subject matter
20
Oral and Written Performance
• The special emphasis is laid on the productive skills,
i.e. oral and written components of performance that
are vitally important to ESP learners
21
Testing Vocabulary and Grammar
• Vocabulary testing aims at checking cadets' ability to
define not only advance level vocabulary but military
terms as well
• Grammar testing aims at checking grammar in the
context. The format of a grammar test is usually a
multiple choice and gap filling
22
Criteria
• The criteria for the written component of productive
skill, which might be either an essay or a summary of
an authentic text, is assessed in accordance with four
criteria:
1) adequate ESP vocabulary
2) faultless grammar
3) accurate, brief and clear wording
4) appropriate scope with no copied sentences
23
STANAG 6001 a Motivational Factor
• The main motivating issues for a cadet to sit
and attain level II for STANAG 6001 are:
- his future position of the officer and his specialty
ability to communicate a set of professional skills
and to perform particular job-related functions
24
STANAG 6001 a Motivational Factor
• For example, General Staff, who communicate in
English both in a written form and orally with NATO
and non-NATO partners, or senior commanding
officers, who regularly participate in international
training exercises, activities, and meetings
25
A Motivating Factor
• Moreover, possessing level II guarantees, for those
who are part of the military stuff, cohesive and
effective work according to international military
standards created by the NATO
• This is of paramount importance for it regulates
equipment, procedures, tactics, training and just about
everything that affects how armed forces from
different countries work together on operations and
exercises
26
ELTS and STANAG 6001
• English Language Testing Subsection (ELTS)
develops and administers the STANAG 6001 tests
and STANAG 6001 testing for all Lithuanian
Ministry personnel
• ELTS of the Training and Personnel Command of the
Lithuanian Armed Forces provided testing for the
four year cadets for the past 10 years so that to
provide them with the certificate proving their
proficiency level of English
27
Results
600
513
500
400
300
243
200
100
14
0
Level 1
Level 2
Level 3
1. The bar graph indicates the three gridlines of cadets who attained 3 Stanag levels
28
Results
100
90
80
70
60
Level 1
50
40
Level 2
Level 3
30
20
10
0
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
2. The diagrammatical distribution of 3 Stanag levels by cadets in curves
29
Results
2%
32%
Level 1
Level 2
Level 3
66%
3. The graphical pie exposition of Stanag 3 levels in percentages
30
Results
250
210
200
153
150
100
44
50
12
0
Level 0
Level 1
Level 2
Level 3
4. The bar graphic indicates the four gridlines of achievement test
31
Results
1. Table. The results of Stanag 6001 proficiency and DFL achievement testing
Period
0 Level
I Level
II Level
III Level
Total
number
STANAG
testing
2001-2010
-
243
513
14
770
DFL
testing
2003-2010
12
153
210
44
419
12
90
303
30
351
Difference
32
Results
11%
3%
37%
Level 0
Level 1
Level 2
Level 3
49%
5. The graphical pie exposition of Achievement test in percentages
33
Results
11%
2%
3%
32%
Level 0
37%
Level 1
Level 1
Level 2
Level 2
Level 3
Level 3
49%
66%
6.The graphical pie exposition of both testing depicting levels by percentage rate
34
Results
• The obtained results from the Final test proved to be
well corresponding unified, reliable and valid
standards for the assessment of attained language
knowledge
• The results have objectively shown that Stanag 6001
testing has helped a lot to improve cadets’ assessment
and to design a valid and a reliable achievement test
by the teachers of the Department of Foreign
Language
35
Results
• The number of cadets achieved level II by both
Stanag 6001 (66%) and Achievement (49%) testing
demonstrated close and effective cooperation between
two institutions in obtaining the main goal of the
syllabus
• Level 1 was scored mainly by those who did not
study English prior to the studies at the Military
Academy
36
Conclusions
• But the upshot of it was that the cadets attained 11%
of Level III which is 9% higher than the results from
Stanag testing (2%)
• The objective and unbiased Stanag 6001 testing
revealed high level and professionalism of DFL test
designing staff
• The cooperation between the ELTS and the DFL has
proved to be beneficial and successful for both sides
who work in favour of a systematic approach to
integration of students' formal assessment into the
process of learning
37
Conclusions
• In the long term, comprehension of tangible
achievements motivates students to seek proficiency
in the Second language
• The global aim of this cooperation is to enhance
political and military stability through improving the
English language communication skills of the armed
forces, and so improve international co-operation in
NATO peacekeeping operations and other areas
38
Conclusions
• Successful learning is possible only when terms “are
not taught as a subject separated from the students’
real world (or wishes); instead, it is integrated into a
subject matter area important to the learners.”
(Fiorito, 2010)
39
References
1.
2.
3.
4.
5.
6.
7.
Brindly, G. (1997). Assessment and the Language Teaching Trends and
Transitions', JALT.
http://langua.hyper.chubu.ac.jp/jalt/pub/tlt/97/sep/brindley.html
Baker A., King N, Walden R.(2004). LEVELS | A1 - C1 | Elementary to
Upper intermediate. Simon Mellor-Clark, Macmillan Publishers Ltd
Fiorito L.(2010) Teaching English for Specific Purposes (ESP),
Retrieved 6.04.2010
http://www.usingenglish.com/teachers/articles/teaching-english-forspecific-purposes-esp.html
Harris M. and McCann P., (1994). Assessment. London: Heinemann. 6388.
www. kariuomene.kam.lt
www. lka. lt
www.bilc.forces.gc.ca
40