Viability of English Proficiency Tests for All Bilinguals: A Cognitive Hypothesis on L1 and L2 Readers Through a TOEFL Test

Abstract

Higher education is unquestionably attached to English proficiency tests (EPT) for those whose first language is not English. TOEFL is one of such eminent tests which has the ubiquitous illustration of measuring English proficiency where test takers have to corroborate their English language skills in academic contexts. However, all nonnative English users are in obligation to sit for these tests no matter what level of excellence they procure. The current study aims to investigate on discreet mental and individual reading processes i.e., text-driven, and knowledge-driven factors of readers and make a hypothesis about significant response of first language readers (FLRs) and second language readers (SLRs) of English. Moreover, the findings of the investigation have questioned the viability of such English proficiency tests for all nonnative readers of English at all levels. The research has applied the general reading ability model of Foorman & Siegel (2017) i.e., lexical access, propositional encoding and text modelling to decipher independent reading response of each FLR and SLR participant. The experiment was conducted on a mixed method where noteworthy cognitive reading theories has been applied, a survey of 15 TOEFL Test takers of FLRs and SLRs has been supervised and 1 surveyed participant were interviewed. The test result and data analysis has confirmed that both FLRs and SLRs have registered for similar text-driven strategies but not for knowledge-driven strategies due to socio-cultural reasons. The uncovering of the inspection has established this hypothesis is that English Proficiency tests are not for all nonnative readers of English but for those who had recognizable English learning background and limited exposure by birth.