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Testing System and Communicative Competence in English Language: a Study at Secondary Level in Bangladesh

By Mohammad Al Amin

A dissertation submitted to Department of English Bangladesh University of Business & Technology (BUBT) In partial fulfillment of the requirement for the degree of Bachelor of Arts in English

January, 2010


Testing System and communicative Competence in English Language: a Study at Secondary Level in Bangladesh

A dissertation submitted By Mohammad Al Amin Student Id. 06071102001 Department of English Bangladesh University of Business & Technology (BUBT)

Supervised By Ms. Bipasha Binte Haque Assistant Professor Department of English Bangladesh University of Business & Technology (BUBT)


. Bipasha Binte Haque.Acknowledgements First of all. I am extremely thankful to all the participants who provided me rich and Detail data for the study and lent breadth and value to the research findings. Almighty Allah. who read my draft copies. Finally. listened to my anxieties and cordially suggested me the ways to overcome difficulties. encouragement and motivation for me as I was successfully completing this study. I am deeply indebted to my supervisor. I wish to express my sincere gratitude to my creator. 3 . Ms. I would also like to extend my special thanks to my friends and family members whose love and best wishes were a source of inspiration. for giving me enough intellectual ability to carry out such a study and keeping me safe and sound throughout the period of the study.

4 . The study involves a critical analysis of the current SSC English test.Abstract This study aims at investigating the inconsistency between present English language curriculum and prevailing English language testing system in the Secondary level in the expectation of revealing an uninvestigated relationship between testing system and students’ low communicative competence in English language learning. the test takers and other stakeholders of SSC. The findings have raised important issues which concern the test designers and markers. The findings of this study reveal that the SSC examination is not an effective test of communicative English and the existing question pattern demotivates the majority of the students leading to proficiency oriented learning. Some specific areas of improvements have been identified and recommendations have been made for improving assessment of communicative English at the SSC level. The study concludes that the SSC English tests as a whole are deficient in both validity and reliability.

.21 Appendices………………………………………………………23 5 ....……….14 Chapter Six: Recommendations and conclusion ………………...………..…........TABLE OF CONTENTS Title Acknowledgement Abstract Table of Contents Chapter One: Introduction…………………………… ……..1 Chapter Two: Background of the Study ...……………………..…12 Chapter five: Findings and discussions…………………………........20 References……………………………………………………….......5 Chapter Four: Methodology ………………………………….3 Chapter Three: Literature Review.

2004). As a result. the communicative competence level of the students in English language in Bangladesh is very low. 2008). “Many of our students.2008). especially among the Secondary students” ( Hoque. reading.Chapter-1 Introduction The present age is marked by a new phenomenon called globalization which aims at treating the whole world as a unit and English has already got the status of being lingua franca. and speaking English” (Islam. But most of them showed good performance in the courses of their formal education which is measured by achievement tests based directly on those courses. “It is indeed bitter to notice that even though serious efforts have been made by the government and educationists for improving the state of affairs of English language teaching for the past few decades in Bangladesh. The government is also very much concerned about the necessity of English and it made English language learning compulsory from the primary level to the higher secondary level in 1991( Hamid and Baldauf. At present nearly a decade has been passed since communicative language teaching (CLT) was introduced in Bangladesh. there is a growing demand of learning and using English as a foreign language in Bangladesh. “A huge part of the educated population at present is almost incapable of writing. English language teaching in Bangladesh has passed a long way. Yet. As a former colony of British imperialism. For this purpose government also changed the teaching method in 1997 and decided to follow CLT approach (ibid). a bad situation is still found to exist in the achievement of English among the students at all levels. who obtained 6 .

This is a clear indication that our students are very much examination oriented rather than proficiency oriented in case of English language learning.” (Islam and Ahsan. 7 . According to Haider (2008) “the aims and objectives of the communicative curriculum can never be achieved without a testing system that assesses the communicative ability of learners”. This study aims at investigating the inconsistency between present English language curriculum and prevailing English language testing system in the Secondary level in the expectation of revealing the still uninvestigated relationship between testing system and students’ low communicative competence in English language learning.GPA 5 in SSC. 2005). even in all subjects. are failing to manifest the expected level of proficiency in English at HSC level. At the same time it also indicates that our language testing system is measuring something else rather than communicative competence.

The new curriculum stressed the need for students to learn to 8 . After the independent of Bangladesh in 1971 the same method was followed in Bangladesh up to 1997.2004).Chapter 2 Background of this study English language teaching (ELT) in Bangladesh has a long history. published the guidelines to produce textbooks. In 1997 the government of Bangladesh introduced Communicative Language teaching (CLT) method. “It was envisaged that CLT would develop learners’ ‘communicative competence’” (ibid). ( Haider. (Hamid and Baldauf. the Government of Bangladesh started making changes in ELT policies to improve English language teaching in the country since it was clearly evident that students’ English language skill could not be improved with the existing ELT policies. and encouraged the teachers to carry out the teaching according to the syllabus. The beginning of ELT in Bangladesh can be traced back to the colonial era. ( Haider. ( Hasan. At that time language studies were based on literature and grammar and the means of studies was the grammartranslation method. However. the British models of teaching English continued to influence the ELT scenario of post-colonial Bengal even after the colonial rule was over in 1947. The emphasis was given on accuracy and full sentence. After that. 2008). The National Curriculum and Textbook Board (NCTB) designed a communicative syllabus for the secondary level. The spoken component of the language was not practiced. 2008). “The changes were brought about through several means.2008). It has also produced communicative textbooks for classes 6 to 12.

however. But the focus of teaching and learning. But. The teaching and learning process has again centered on the concrete and easily tangible end products. it is a matter worth considering how far our existing English language teaching and testing systems are effective. 2004). for example. 2004).communicate in English rather than to just master the structure of the language.” (Hasan. CLT was supposed to emphasize on a balanced development of all the four basic skills. Since then. Furthermore. the pictures of English language classrooms still reflect the traditional teaching style. 9 . gradually making the score obtained in the final examination of SSC and HSC potentially unreliable. has changed little. While GT Method was preoccupied with reading and writing skills only leaving listening and speaking almost neglected. It has been almost thirteen years since CLT (Communicative Language Teaching) was introduced in Bangladesh in replacement of the long-standing GT (Grammar-Translation) Method. Therefore. CLT approach is being followed for ELT in Bangladesh. the grammatical items and score in the final exams. it has revised the evaluation policy and developed several assessment tools and examination formats to help measure students' ability to use English in communication. Teachers still stress the development of reading and writing skills for the purpose of getting good results in examinations (Hasan.

the English language test in SSC final examinations is a communicative language test. cited in Akter. Diagnostic test. the test of English language in SSC final examinations in Bangladesh which is the central focus of this study is an achievement test. Davies et al. authenticity of materials or the simulation of real life performance. knowledge or performance” (Jack et al 1983. a year’s work. such as placement test. Again. although the form they take will depend on which dimension they choose to emphasis. as CLT prevails in the ELT situation in Bangladesh. So. ( cited in Haider.Chapter 3 Literature Review Testing System Testing system can be defined as “any procedure for measuring for measuring ability. Such tests often claim to operationalise theories of communicative competence. 1999). An achievement test in Andrew Harrison’s words ( is intended to show the standard which the students have now reached in relation to other students at the same stage” (cited in ibid). be it specificity to context. typically used in contradistinction to tests of grammatical knowledge.2008) gives the definition of communicative language tests “Communicative tests are tests of communicative skills. In the arena of Language Testing different kinds of tests are used based on purposes. 10 . ( 1999: 26). or a whole course.7) “looks back over a longer period of learning for example. or even a variety of different courses. “Naturally in the class and course final examinations achievement test is used” (ibid). P. Achievement test and proficiency test.

In Hymes’s view.135. Widdowson notes (1989 P. have identified four dimensions of “Communicative Competence” namely Grammatical Competence. whether (and to what degree) something is feasible in virtue of the means of implementation available. actually performed. formulaic frame works. cited in Akter. whether (and to what degree) something is appropriate. 2002) a person who acquires ‘Communicative Competence’ acquires both knowledge and ability for language use with respect to – 1. whether (and to what degree) something is in fact done. successful in relation to a context in which it is used and evaluated. discourse competence. (cited in Richards and Rodgers. 2. ‘Communicative Competence’ includes: 11 . Adequate. whether (and to what degree) something is formally possible. and what its doing entails. on the other hand. happy. and a kit of rules so to speak. (Hymes1972:281) Since Hymes’s introduction of ‘Communicative Competence’ the term has widely been elaborated and explained. Cannale and Swain (1980).Communicative Competence: The prominent applied linguist Dell Hymes coined this term. 2002). sociolinguistic competence. 1999) “ it is much more a matter of partially pre-assembled patterns. (cited in Richards and Rodgers. 3. More specifically. 4. and strategic competence. and being able to apply these rules to make whatever adjustments are necessary according to contextual demands”.

two basic skills speaking and listening are quite dropped. From the high frequency of repetition. but very few come from systematic research. thanks and invitations.1999) Relationship between Testing System and Communicative Competence: There is. and Haider(2008) conducted systematic researches in the context of Bangladesh and showed that our existing language testing system ( testing items. Hasan(2004).(a) (b) (c) knowledge of the grammar and vocabulary of the language knowledge of rules of speaking Knowing how to use and respond to different types of speech acts. The selection of the test items confines to a number of limited topics for ages. He found that in our testing system in the HSC level. such as requests. it is perhaps not hard to predict the probable questions resulting memorization. Islam (2004). question patterns etc. no doubt. apologies. Akter (1999). On the other hand. Akter(1999) made an analysis of question pattern and test items set in the Higher Secondary level. Hoque (2005) suggested from their personal teaching experiences that our language testing system must be changed to improve the communicative competence level of our students. He also comments that “our testing system is far 12 . a close relationship between language testing system and the learners’ communicative competence in the target language as the first variable is designed to measure the second one.” ( Akter. There are a lot of empirical opinions that ensure this relationship. Islam and Ahsan (2005).) can not measure the actual level of communicative competence of our students.

As a result. To him. 13 . which they are tended to do. presently.away from being able to reflect communicative competence and more regretfully still. He concludes that if we want ‘communicative competence’ to be the goal of our learners. the students always had a chance to memorise the answers to questions before. Hasan(2004) conducted his research in a large scale on the English language curriculum at the secondary level in Bangladesh. In the sixth chapter of his research paper he made a thorough analysis of the existing testing system and evaluation policy of ELT in secondary level of Bangladesh and found that The general education boards and the schools affiliated under these boards adopted an examination format that matches the one provided in the NCTB curriculum guidelines. But examination questions were mostly set from the set textbooks. Question format should go on changes each year so as to encourage students to read to learn instead of memorising the textbook-content. the score of the testee is not the true reflection of his/her performance. these examinations failed to evaluate students' ability to use English in communication. So. Questions should not be set from any notebooks or guidebooks available in the market. Students will answer them using their knowledge of English. 2. our testing system must be in the line and not just a caricature of a test. they should be new. Rather. In examinations: 1. Then he made some recommendation regarding examination question.

2. The curriculum should be more specific about the purpose and objectives for English language use in Bangladesh. The test takers must be given some ideas about the situation in which the target 14 . multiple choice questions and gap-filling with clues do not serve any communicative purpose. The current SSC examination partially tests communicative language skills. Then he has made the following recommendation: 1. and there is no analytic marking scheme to mark the subjective items. there should be items on testing listening and speaking. Some specific areas of improvements have been identified and recommendations have been made for improving assessment of communicative English at the SSC level.Haider(2008) made an evaluation of the SSC English examination. 3. purpose and audience. He also found typicality in selecting topics for writing test for which there is a chance that students may well predict the topics beforehand and might memorize the essays or paragraphs and reproduce them in examination halls. the writing tasks do not often offer suitable communicative purposes. Many of the objective tasks such as true/false. The key findings of the analysis of the SSC test format are: the test is based on reading and writing skills only. The findings have raised important issues which concern the test designers and markers. The writing tasks in the SSC English papers should have meaningful context. An item intended to test candidates' communicative ability should not test something else such as memorization. A set of test specifications for SSC English can be developed in accordance with the curriculum goals. there is little consistency between the curriculum goals and the test format. It must be ensured that the test items test what they are intended to test. the test takers and other stakeholders of SSC. guessing etc. 4.

15 . Teachers should use the newly written English for Today textbooks more extensively in the classroom to enhance students' communicative writing skills. even in all subjects. Test takers should be informed about what genres of writing they are expected to produce and what aspects of their writing would be assessed. According to them. 6. Disappointedly. The SSC test format should be consistent with the sample questions given in the Teachers guides for English for Today textbooks. Islam and Ahsan (2005). Apart from these systematic researches. both for the objective as well as subjective writing items. 7. Firstly. who obtained GPA 5 in SSC.language is going to be used. Teachers' knowledge and skills: 8. from their professional experience of English language teaching. are failing to manifest the expected level of proficiency in English at HSC level. our education system still has not so far been successful in effectively encouraging proficiency-oriented education in opposition to result-oriented education. “There can be various reasons behind this failure of the SSC and HSC marks scored to achieve reliability and to become the successful indicators of proficiency in English. memorized by them earlier. There should be a marking scheme. 5. Secondary school English teachers should have a basic understanding of the communicative needs of their learners. Teachers and markers should be trained on language testing issues 9. which had been. they fail to produce correct phrases or sentences of their own without reproducing something. found that many of their students.

he experienced that many students who are otherwise good in their subject. The condition of spoken English is worse still. Fifthly. etcetera) that never appear in the final assessment and. composition. since scoring higher GPA in SSC and HSC increases and/or ensures admittance to reputed colleges and universities. Even the students who obtain good marks in English in their public examinations cannot write compositions independently. To score well. They can manage fairly will even without consulting the NCTB textbook. letters. guardians of the learners also possess the same outlook. paragraphs. “The students of Bangladesh generally memorize everything including grammar. there is a wide gap between the objectives of the curriculum and the assessment system. students follow the ready made guidebooks competitively available in the market. and so on. but the students cannot read them. speaking. This naturally gives scope to raise question what do our language examination test? 16 . applications. They never learn the language. our testing system at secondary and higher secondary level education itself encourages little to change the outlook of the learners and guardians. ignoring the NCTB prescribed material. essays. our learners get naturally obsessed with obtaining it and they look for some shortcut to get that magic score without being concerned about the proficiency achieved. not only students but also the teachers become interested in teaching items that directly resemble question items in SSC and HSC.g. listening items. Thirdly. Fourthly. and reproduce them in the examination. cannot write a single sentence in English correctly.” As a teacher in a university. as a result.Secondly. According to Islam (2004). Most of the good books at the university level are written in English. It instructs to teach many things (e.

Chapter 4 Methodology Research Hypotheses To carry out this study. The boards were Dhaka. the following hypotheses were formulated for testing. 35 English(part-1) question papers of SSC final examination prepared by 7 general education boards in the last five years were analyzed. writing. Instruments To conduct this research a questionnaire containing 12 questions was administered for collecting retrospective data. Besides. neutral. The English test (part 1) of SSC examination is not designed in a communicative test. Rajshahi. listening and speaking) are tested in this test and the topics of the questions can not measure what these are supposed to measure. The testing system and the topics of the questions discourage the students leading to proficiency oriented learning. Chittagong. 2. Two skills (reading and writing) out of four (reading. and yes). 17 . The questions were close ended and the answer to each question had three options (no. to test the first hypothesis. 1.

A.S. The participants completed their secondary education from 13 different education institutions and all of them were enrolled in B. program of their university. Among the participants there were 22 female and 18 male. The students were chosen from a private university named Bangladesh University of Business & Technology (BUBT). The questionnaire was conducted among them in a class. 40 students were selected who completed their secondary education within last five years. Barisal. 18 . final examination of five consecutive years (2005-2009). Five question papers were taken from each board and the question papers were of S.B.Jessore. Participants For the study. Comilla. and Sylhet.C.

Lesson-7 Unit-11. Lesson-1 Unit-7. But it was suggested in the syllabus of class 9-10 prepared by NCTB that the passages of the reading test will be reproduced on the S. question paper. there was no provision for listening or speaking skill. 2007 Unit-18.S.S.S. Lesson-7 Unit-10. Lesson-6 Unit-14.C. lesson-6 Unit-10.Chapter-6 Findings and discussions To test the first hypothesis. English (part-1) question papers were analyzed and it was found that each question paper was prepared in three sections. Lesson-5 Unit-18. Out of 100 marks. Lesson-5 Unit-15. Board Dhaka Rajshahi Comilla Chittagong Jessore Barisal 2005 Unit-11. Lesson-1 Unit-11. Lesson-7 Unit-14. Lesson-7 Unit-8. The first one section was titled as ‘Reading Test’ which carries 40 marks out of total 100 marks. Lesson-1 Unit-10. 35 S. The following table (Table-1) shows from which unit and lesson the passages were copied in the last five year’s S. Lesson-6 Unit-18. Lesson-1 Unit-14. Lesson-7 Unit-10. Lesson-4 Unit-19. Lesson-3 Unit-15. 19 . Lesson-3 Unit-11. and the third section was titled as ‘Writing Test’ which carries 40 marks. Lesson-3 Unit-18. Lesson-5 Unit-15. 2009 Unit-22. 2008 Unit-15. Lesson-5 Unit-11. English question papers of seven education board. Lesson-1 Unit-14. Lesson-2 Unit-22. Then the passages of the reading test were scrutinized and it was found that all the passages were copied from the text book for class 9-10 titled ‘English for Today’ published by National Curriculum & Textbook Board ( NCTB).C. Lesson-5 Unit-14. 2006 Unit-11. The second section was titled as ‘Vocabulary Test’ which contains 20 marks. Lesson-5 Unit-11.C. Lesson-5 Unit-22.

Lesson-1 From the table it is seen that some passages were in repeated in the questions of other year. For better understanding table -2 contains a list of repeated passages with frequencies.S.C. Lesson-7 Lesson-4 Unit-11. Lesson-7 Lesson-4 Unit-14. It also questions the validity of the reading test. Lesson-1 Lesson-7 Unit-15. and Table-5) show the repeated topics of paragraphs. letters. 27 question papers were prepares based on only 7 passages. Such forms of repetition are also found in the writing test sections. Lesson-7 Unit-11. The following three tables (Table-3. Table-4. Lesson-7 Unit-18. Lesson-5 Unit-14. final examinations in the last five years’ questions ( 2005-09) in the above discussed seven boards. Lesson-1 Unit-15. Units and lessons Unit-10.Sylhet Lesson-5 Unit-17. Lesson-4 Unit-10. Lesson-5 Table-1 Lesson-2 Unit-15. Lesson-5 Unit-22. Lesson-6 Frequency of Repetition 2 2 6 5 6 3 3 Table-2 The above table shows that out of 35 question papers. It can reasonably be questioned that how far a student’s reading ability can be measured by these question papers. Such repetition tendency may encourage the learners going for memorization. and compositions set in the English test of S. Topics of Paragraph A book Fair Frequency of Repetition 2 20 .

C. examination.A bus Stand A School Library A School Magazine A Tea Stall Traffic Jam Tree Plantation Water pollution 2 3 3 3 5 2 2 Table-3 Issues of writing Letters Frequency of Repetition A letter to your friend congratulating her on 6 her brilliant success in the S.S.C. A letter to your friend telling about how to 3 improve English Table-4 Topics of composition A Prize Giving Day at Your School Tree Plantation Your Childhood Memories Your Hobby A journey by Boat Your Visit to a Place of Historical Interest Table-5 From the high frequency of repetition in the writing section. it is not impossible for the students to predict the probable questions which may result in memorization. A letter to your friend describing what you 5 intend to do after your S. A letter to your pen-friend describing the foods 4 and food-habits of the people of Bangladesh. examination. Frequency of Repetition 3 3 4 4 2 2 21 .S.

it can be supposed that such repetition tendency in preparing question paper destroys the validity of the tests which accepts the first hypothesis of this study. No. To test the second hypothesis. affirmative answers to first 6 questions and negative answers to next 4 questions indicate the students’ examination oriented learning which will favor the hypothesis. a questionnaire (see appendix) of 13 questions were administered whose first ii questions relevant.To know how far it is possible to guess the probable questions. 7-10. No % Neutral % Yes % 22 . 80% students think that it is possible to guess the possible topics of writing for the SSC final examination. Among these questions.5 80 The table shows that 72. 1-6 and the table-8 shows the participants response to the questions no. the participants were asked in the question no. The following table (Table7) shows the participants response to the questions no. In these circumstances. 11 and 12 of the questionnaire (See appendix). 11 7 12 6 % 17. Question No. The result has been shown in the following Table.5 15 Neutral 4 2 Table-6 % 10 5 Yes 29 32 % 72.5% think that it is not possible. Question No.5% students think that it is possible to guess which passage is going to be set for reading comprehension in the SSC final examination while 10% can neither support nor deny the possibility and 17. On the other hand.

S.5 5. Again 85% students follow suggestions for examination while 70% students admit that they learn English to do well in the examination.88 Table-7 shows that 72.5% students prepare themselves for writing test by memorization and 82. It is a clear indication that majority of the secondary level learners do 23 . all the students who confine their studies to a limited area like following only text book and memorizing writing items on some selected topics are somehow demotivated.25 Table-8 % 10 5 0 7.5% students are not interested to develop their these two skills.83 29 31 31 33 34 28 31 72. As a matter of fact these students are demotivated due to the testing system and question patterns with repetition tendency as shown earlier. Regarding these two skills.5 27.5 77.5% students are found examination oriented learners.5 82.5 60 95 87.5% students read only their text book to prepare themselves for reading test in the S.5 Question No.5 7.5 85 70 77. In fact.5 7. examination while 77.1 2 3 4 5 6 Mean 9 6 6 5 3 11 6.5 5 7.5 5.5 77.5 77. On the other hand. if other two skills – listening and speaking.67 2 3 3 2 3 1 2.C.5 16.67 22. it is also found that 77. are considered.63 Yes 9 14 2 2 6.33 Table-7 5 7.5% students take preparation for writing test on some selected topics. 7 8 9 10 Mean No 27 24 38 35 31 % 67.75 % 22.5 15 15 12.5 35 5 5 16. on an average 77.5 2.5 Neutral 4 2 0 3 2.

there is a scope to carry out this study in the higher secondary level. the passages should be reproduced as prescribed in the syllabus. Besides. Chapter-7 Recommendations and conclusion The findings of the study give some scopes for the following recommendations. letters. 2. For these purpose. 1. In this regard there leaves a scope for studying the teachers teaching behavior due to such an invalid testing system. or compositions. In conclusion it can be said that this study has successfully been able to investigate the cause effect relationship between testing system and students low communicative competence though the study has not investigated all the related aspects of students’ low communicative competence due to testing system. In selecting topics for paragraphs. At the same time repetition tendency must be ceased. 24 . In a word. real life happenings should be given preference.not go for proficiency oriented learning rather they devote themselves to examination oriented learning. a portion of total marks may be allotted for these skills so that students become compelled to develop these two skills. 3. There must have some provisions for testing the students listening and speaking skills. The theme may be same but the language must change. Passages for the reading test should not be copied from the text.

C. Published in Collected Papers by British council and NCTB.htm.References Richards J. Approaches and Methods in Language Teaching.a communicative approach to curriculum development.html Islam M. 25 . & Rodgers T S. The Daily Independent Bangladesh. Proficiency oriented learning. English: Looking for the lost language.English Language Testing System in Bangladesh and Communicative Competence: An Investigation.(2004). Will CLT bail out the bogged down ELT in Bangladesh? Hasan(2004). (1999). Internet Edition. 5 Num 110. The Daily Star Web Edition Vol. Language in India. A. Dhaka. Volume 4: 8 August 2004 Islam & Ahsan (2005).A linguistic study of English language curriculum at the secondary level in Bangladesh . Oxford University Press Hamid & Baldauf (2008). 5 Num 110 Akter. Z.

Assessing "Communicative" Writing Skills: An Evaluation of the SSC English Examination. Dhaka Panjeree Publications(2009).( 04-01-2005) Haider. Z.S. Panjeree S. 7. The Independent. 26 . Internet Edition. Test Papers.(2005). NCTB (2001). Suggestions on improving English language teaching: Primary and secondary level. (2008). M. Bangladesh Education Journal. English For Today: For Class 9 –10 NCTB.Hoque M S.C. Number 2. Vol.

S. Did you follow only English for Today to get prepared for comprehension test for S. final examination? a) No b) Neutral c) Yes 2. Did you take preparation for composition and paragraph by memorizing on some selected topics for the final examination? a) No b) Neutral c) Yes 5.Appendix Questionnaire 1. Did you memorize letters and applications for the examination and write from your memory? a) No b) Neutral c) Yes 3. C. Did you memorize compositions and paragraphs for the examination and write from your memory? a) No b) Neutral c) Yes 4. Did you follow any suggestion to prepare yourself for the English test in the SSC final examination? a) No b) Neutral c) Yes 27 .

6. Do you think it is possible to guess which passage is going to be set for reading comprehension in the SSC final examination? a) No b) Neutral c) Yes 12. Did you sit for any test on speaking skill in your secondary level? a) No b) Neutral c) Yes 10. Do you think it is possible to guess the possible topics of writing for the SSC final examination? a) No b) Neutral c) Yes 28 . Did you sit for any test on listening skill in your secondary level? a) No b) Neutral c) Yes 11. Do you think that you learnt English Language in the secondary level only for doing well in the examination? a) No b) Neutral c) Yes 7. Did you make any effort to develop your listening skill? a) No b) Neutral c) Yes 8. Did you make any effort to develop your speaking skill? a) No b) Neutral c) Yes 9.