Teaching English for Proficiency Tests

Hasbi, Muhamad (2026) Teaching English for Proficiency Tests. UNSPECIFIED.

	Text Chapter 2 Muhamad Hasbi - Teaching English for Proficiency Tests.pdf Download (217kB)
	Text Chapter 2 Muhamad Hasbi - Teaching English for Proficiency Tests.pdf Download (217kB)
	Text Chapter 2 Muhamad Hasbi - Teaching English for Proficiency Tests.pdf Download (217kB)

Abstract

The institutionalization of English proficiency testing has transformed language learning priorities in universities, particularly in EFL contexts. English proficiency tests (EPTs) have become a high-stakes gatekeeping mechanism for university students, shaping admission, graduation, and mobility opportunities (Kanzaki, 2024; Waluyo et al., 2024). In Indonesian higher education, this growing reliance has intensified institutional pressure to formalize preparation courses within both English for Academic Purposes (EAP) and English for Specific Purposes (ESP) curricula (Permatasari et al., 2024). Without structured preparation, many students, particularly those in non-English majors, enter these tests with uneven familiarity with item formats and time constraints. Consequently, embedding proficiency-test preparation into university programs is no longer optional but strategically urgent (Santos et al., 2022). To respond effectively, instructional design for proficiency-test courses must be evidence-based, context-sensitive, and pedagogically coherent (Permatasari et al., 2024; Waluyo et al., 2024).

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