Empowering Students’ English Proficiency through CEFR-Aligned Mock Testing
Keywords:
English Proficiency, Mocked Testing. CEFR, International English Test, ResponsesAbstract
Abstract: This study investigates students’ responses to integrating CEFR (Common European Framework of Reference) aligned mock testing at the International English Course at English Education Department, Universitas Islam Balitar, focusing on four variables: Materials Understanding, Motivation, Preference, and Readiness. A descriptive quantitative survey was conducted with 23 students. Results indicate that Materials Understanding was high (average 4.47; 89%), demonstrating that students effectively comprehended test types, purposes, and CEFR levels. Motivation to engage in mock testing was very strong (96%), influenced by achievement tracking, clear explanations, and practical exercises. Regarding preferences, students favored the British Council as the most effective test source (89%). Among skills, reading was the most enjoyed (90%), followed by writing (85%), listening (75%), and speaking (72%). Students’ overall readiness for official English tests reached 87%, reflecting confidence and preparedness gained through CEFR-aligned mock practices. These findings suggest that integrating preferred test sources, maintaining high motivation, and focusing on less enjoyed skills can enhance balanced language development and improve readiness for international English assessments.
References
REFERENCES
Andayani, E. S. (2022). The Importance of Learning and Knowing English in Higher Education in Indonesia. Research and Development Journal of Education, 8(1), 372–379. https://doi.org/10.30998/rdje.v8i1.13315
Bandura, A. (2023). Social Cognitive Theory: An Agentic Perspective on Human Nature. In D. Cervone (Ed.), Social Cognitive Theory. John Wiley & Sons, Inc. https://doi.org/10.1002/9781394259069.fmatter
Creswell, J. W., & Creswell, D. J. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth). SAGE Publication inc.
Deygers, B., Zeidler, B., Vilcu, D., & Carlsen, C. H. (2018). One Framework to Unite Them All? Use of the CEFR in European University Entrance Policies. Language Assessment Quarterly, 15(1), 3–15. https://doi.org/10.1080/15434303.2016.1261350
Dörnyei, Z. (2020). Innovations and Challenges in Language Learning Motivation (First). Routledge. https://doi.org/10.4324/9780429485893
Fatimah, F., Wahyuni, S., & Qarimah, H. (2021). An Analysis of Students' Difficulties in Speaking: A Descriptive Study at Second Grade Year Students of SMPN 1. Jurnal Ilmiah Mahasiswa Pendidikan, 2(1).
Fink, A. (2010). Survey Research Methods. In International Encyclopedia of Education, 152–160. (pp. 186–188). https://doi.org/10.1108/09534811211199655
Fitriani, R., & Fadhilawati, D. (2022). Developing a Digital Module for Assisting the Seventh Grade Student to Write Descriptive Texts Easily. JARES (Journal of Academic Research and Sciences), 7(2), 11–25. https://ejournal.unisbablitar.ac.id/index.php/jares
Green, A. (2018). Linking Tests of English for Academic Purposes to the CEFR: The Score User’s Perspective. Language Assessment Quarterly, 15(1), 59–74. https://doi.org/10.1080/15434303.2017.1350685
Hidri, S. (2021). Linking the International English Language Competency Assessment suite of examinations to the Common European Framework of Reference. Language Testing in Asia, 11(1). https://doi.org/10.1186/s40468-021-00123-8
Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1). https://doi.org/10.1186/s40468-022-00191-4
Kang, E., & Hwang, H.-J. (2023). The Importance of Anonymity and Confidentiality for Conducting Survey Research. Journal of Research and Publication Ethics, 4(1), 1–7. https://doi.org/10.15722/jrpe.4.1.202303.1
Koláčková, L., & Šikolová, M. (2017). Language Test and their Role in Society. PEOPLE: International Journal of Social Sciences, 3(2), 465–471. https://doi.org/10.20319/pijss.2017.32.465471
Lunenburg, F. C. (2011). Expectancy Theory of Motivation: Motivating by Altering Expectations (Vol. 15).
Mahvelati, E. H. (2021). Learners’ perceptions and performance under peer versus teacher corrective feedback conditions. Studies in Educational Evaluation, 70. https://doi.org/10.1016/j.stueduc.2021.100995
Nayak, M. S. D. P., & Narayan, K. A. (2019). Strengths and weaknesses of online surveys. IOSR Journal of Humanities and Social Sciences (IOSR-JHSS), 24(5), 31–38. https://doi.org/10.9790/0837-2405053138
Ocak, G., & Yamaç, A. (2013). Examination of the relationships between fifth graders’ self-regulated learning strategies, motivational beliefs, attitudes, and achievement. Educational Sciences: Theory and Practice, 13(1), 380–387.
Rais, B., & Awwalia, L. (2025). What is the student’s level? Analyzing Students’ English Proficiency Levels in High Education Level. SALEE: Study of Applied Linguistics and English Education, 6(1), 305–316. https://doi.org/10.35961/salee.v6i1.1762
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from a Self-Determination Theory Perspective: Definitions, Theory, Practices, and Future Directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Sahib, F. H., & Stapa, M. (2021). The Impact of Implementing the Common European Framework of Reference on Language Education: A Critical Review. International Journal of Academic Research in Business and Social Sciences, 11(11). https://doi.org/10.6007/ijarbss/v11-i11/11160
Sihombing, A. H. I., & Ismahani, S. (2025). Students’ Perception of Using British Council Learn English for Increasing Vocabulary Acquisition. Sosioedukasi, 290–302. https://ejournal.unibabwi.ac.id/index.php/sosioedukasi/index
Sun, H., & Fang, S. (2021). What constitutes vocabulary learning difficulty? A classroom-based study of semantic relatedness and L1 familiarity effects on L2 word learning. Australian Journal of Applied Linguistics, 4(3), 82–102. https://doi.org/10.29140/ajal.v4n3.545
Waluyo, B., & Panmei, B. (2024). Students’ Peer Feedback Engagements in Online English Courses Facilitated by a Social Network in Thailand. Journal of Technology and Science Education, 14(2), 306–323. https://doi.org/10.3926/jotse.2305
Waluyo, B., Zahabi, Ali, & Ruangsung, L. (2024). View of Language Assessment at a Thai University: A CEFR-Based Test of English Proficiency Development. Reflections, 31(1).
Zhu, A., Mofreh, S. A. M., & Salem, S. (2023). The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review. SAGE Open, 13(3). https://doi.org/10.1177/21582440231199692
Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: where metacognition and motivation intersect. In Handbook of Metacognition in Education (pp. 299–315).
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Dian Fadhilawati, Dr. Dwita Laksmita Rachmawati, Moh, Mansur
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
