Effect of Goal Setting Based on China’s Standard of English Proficiency Scales on Reading Achievement

Abstract

Language proficiency scales (LPS) are widely used in testing and assessment. Research on how to apply LPS in guiding learning, especially in terms of goal setting, is limited. Goals based on LPS can guide students’ learning, diagnose their problems, and provide a benchmark for achievement assessment. Mixed methods were used to investigate the effect of goal setting on reading achievement and students’ experience of the new approach. China’s Standard of English Proficiency Scales (CSE)-based goals were used to guide students’ reading. The quasi-experiment revealed that students’ test scores were significantly improved; the interview proved that students were generally positive about this way of learning. This study is significant in tapping the more profound value of LPS and has some enlightenment in language learning. The small sample size is one limitation of this study. Students’ achievements and engagement should be examined in future research.