Critical Language Testing: A Case Study of the General English Proficiency Test

Shohamy (2001b) proposed her theory of critical language testing, advocating that test takers should have the right to question the test itself, its value and its methods. She also believes that test takers' views of the test are sometimes unique and test institutions can learn from test takers. To echo Shohamy's theory of critical language testing, this study investigated participants' viewpoints of GEPT-related issues. Topics covered in this study include test takers' opinions about using the GEPT as one of theft degree requirements, and the aspects of the GEPT which they believed can be improved. When it came to adopting the GEPT as a degree requirement, all students' families and approximately sixty percent of the students I interviewed endorsed this policy. In addition, students suggested that the LTTC administer listening comprehension questions in a different manner, develop a more authentic speaking test, eliminate the interference caused by the babble of surrounding examinees ill the speaking test, roll back the registration fees, do a facelift of the answer sheets, provide test centers at well-known locations, endeavor to acquire international recognition for its certificates, and administer the GEPT more frequently.