REQUIREMENTSINTAIWAN.PDFVIP

TEST IMPACT: ENGLISH CERTIFICATION EXIT REQUIREMENTS IN TAIWAN Yi-Ching Pan National Pingtung Institute of Commerce, Taiwan Abstract: In light of the importance of understanding the social impacts of test use, this paper synthesizes the opinions and surveys of a variety of stakeholders, including businesses, the government, administrators, educa- tors and students, regarding the English exit requirements, as reported in ma- jor local newspapers during the last decade. It then constructs implications in terms of considerations for those involved in the establishment of the re- quirements and provides insights and suggestions for other stakeholders. By doing so, it is hoped that this study will be beneficial to those who are active in the fields of English teaching, policy-making and test development. Key words: washback, test use, English certification tests, exit requirements In Taiwan, English is taught as a foreign language (EFL) in a classroom envi- ronment. Following at least two years of English instruction in grades five and six, students receive another six years of English education before they attend colleges or universities, three years in junior high and three in high school. Students take two national exams: the Basic Competence English Test (BCET) to enter high school and either the University Entrance Examination (UEE) or College Entrance Examination (CEE) for institutes of higher education. The UEE was established as an admission criterion for high school students who wish to attend universities, whereas the CEE is for vocational high school stu- dents who wish to enter colleges or universities of technology. First-year uni- versity and college students are usually required to take 3-4 hours of English every week. Despite this significant exposure to English, Taiwanese students English proficiency, based on the resu