Perceptions of Language Assessments Among ESP Learners at a Finance and Economics University in China

This study investigates Chinese English as a Foreign Language (EFL) learners’ attitudes toward and perceptions of the language assessment framework developed in the context of a College English Program (CEP) transition, primarily from an English for General Purposes (EGP)-based to an English for Specific Purposes (ESP)-featured program at a university of finance and economics. An online questionnaire was devised and administered to collect students’ perceptions of the array of tests required for college students, including school-level achievement tests, the nationwide College English Test (CET) Bands 4 and 6, and international-scale language tests, such as IELTS and TOEFL. The findings enabled course designers and instructors to gain a better understanding of test-taking attitudes and beliefs in these tests. For nationwide and international tests, the respondents demonstrated strong motivation to take these tests, whether due to school policy requirements or personal aspirations for studying abroad or continuing their education. The results will be valuable for teachers and school administrators involved in ESP-based program design to evaluate course content, assessment procedures, and program administration.

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