Glitches and perceptions of second language english testing at tertiary level: A qualitative study

Abstract

This study is about the disputes in the present examination design of the second language English language, researching some of the International English language proficiency assessments to augment and renovate the second language examination design. The chief concern of examination of any theme is to determine whether the objectives outlined at the establishment of the course are attained. As far as English as a second language is concerned, the major objectives are to listen (understand), to speak (to be understood), to read and to write in the target language. The destination of the present examination system is providing to the requirements of comprehending the aforesaid major objects of language learning is a serious basis for concern. In spite of learning English as a second language since their schooling, students find it difficult to accomplish aptitude in the language. Their basic language skills (LSRW) are lacking even after graduating. Since many innovative methods and approaches have been introduced and implemented in the field of second language teaching and learning as efficient inputs, the need of the hour is to renovate the examination system and to navigate active yields.