English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The pass-or-fail decisions at an intensive English program in Saudi Arabia are often based on assumptions as to whether the learner has passed in all language skills. For instance; if a learner fails in one skill, he is treated as if he failed in all skills. Scores that sum up skill scores or average them out are marginalized in the making of a pass-or-fail decision. Learners who fail in one or two skills, usually have to repeat the whole course of study at the levels they were attending. Hence, the current study aims to prove the adequacy of reporting total average scores along with individual skill scores and using them to decide whether a learner should pass or fail. It employed score data from 644 learners’ score reports at an intensive English program in Saudi Arabia. The results of factor analysis, linear regression, and correlation tests revealed that a total average score could serve both as an accurate estimate of language ability and as a basis on which a pass-or-fail decision could best be made. The study report concludes with practical implications that can go hand in hand with the implementation of such a research finding.

Using an Estimate of Language Ability for Making Pass-or-Fail Decisions at an Intensive English Program in Saudi Arabia