16–18 May 2025
Kanda University of International Studies (神田外語大学)
Asia/Tokyo timezone

Relation between entrance exams, NGSL Levels, GPA, and TOEIC L&R Scores

17 May 2025, 11:30
1h
BLDG 3/2F-250

BLDG 3/2F-250

In-person interactive poster session Vocabulary B3-250 Saturday Posters

Speaker

Dr Jean-Pierre Joseph Richard (The University of Nagano)

KEYWORDS

Entrance Exams, NGSL, GPA, TOEIC L&R

ABSTRACT

At one Japanese university, TOEIC is used to evaluate the English-language program. Additionally, first-year students should master the New General Service List (NGSL; Brown, 2013). An NGSL levels test (Bennett & Stoeckel, 2013) places students in one of four levels. By January, approximately 20% of students remain at or below NGSL Level 3 (i.e., first 1900 NGSL words). As one step in understanding why, this presentation reports on the relationships between NGSL levels, enrollment type, GPA, and TOEIC L&R scores. Analyses revealed that students who entered by recommendation were more likely to remain at lower NGSL levels, χ2 (df = 1, N = 167) = 18.165, p < .001. A one-way ANOVA indicated significant GPA differences between NGSL groups (partial η² = .27; higher NGSL students > mid-level > lower level). Likewise, two RMANOVAs revealed significant differences for both TOEIC Listening (partial η² = .23) and Reading scores (partial η² = .16). On average, lower-level NGSL students were 10-18 months behind higher-level NGSL peers on both TOEIC Listening and Reading. Differences were most acute for TOEIC Reading. Lower-performing NGSL students might struggle with speed and comprehension on the TOEIC Reading test. Enrollment practices might also be limiting score growth.

TITLE Relation between entrance exams, NGSL Levels, GPA, and TOEIC L&R Scores
RELEVANT SIG Vocabulary
FORMAT In-person interactive poster session

Author

Dr Jean-Pierre Joseph Richard (The University of Nagano)

Presentation materials

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