Abstract:
The present study concerns itself with the predictive and face validities of the Bogaziçi University English Proficiency Test (BUEPT), designed to screen students entering Bogaziçi University (BU) for deficiencies in English language skills, which might impede their progress in undergraduate studies. More specifically, the study investigates the following research questions: 1. Is there a relationship between the time students spend in YADYOK and their success on BUEPT? 2. Is BUEPT a valid predictor of the first semester, second semester and overall freshman year academic success of BU students in Foreign Language Education (FLED), Western Languages and Literatures (LL) and Translation and Interpretation (TRANS) Departments? Why or why not? . 3. How do the students in FLED, LL and TRANS Departments, evaluate BUEPT as a valid reflector of their level of academic English proficiency and as a predictor of their future academic success? A total number of 422 (332 female and 89 male) BU students from FLED (207), LL (114) and TRANS (l 01) Departments, who were admitted to the university between 1992 and 1997, participated in this study. A quantitative set of data comprised of the BUEPT scores and the first semester, second semester and overall freshman year GP As of all the subjects in the study was obtained from the BU Registrar's Office. A questionnaire administered to all of the 422 subjects supplied the qualitative data of the study. Descriptive statistics, correlational and key-word analyses were used to analyze the available data. The results indicated that there was a positive relationship between the time students spent in YADYOK and their exam grades. That is, the longer the students attended prep classes, the more successful they were on BUEPT. However, the BUEPT score was not found to be an effective predictor of the first semester, second semester and overall freshman year academic success, as measured by GP As, for this group of students. Moreover, the questionnaire data revealed that the majority of the students (78%) perceived the exam neither as a valid reflector of their level of academic English proficiency nor as a good predictor of their future academic performance.
