| Summary: | 碩士 === 高雄師範大學 === 英語學系 === 98 === This study aims to compare the male and female graduate student responses to English proficiency tests (EPTs). To be specific, their responses to EPTs were compared in five dimensions, including (a) motivation of taking EPTs, (b) self-esteem in their performance on EPTs, (c) attribution styles to the performance on EPTs, (d) confidence in four specific EPTs, and (e) suggestions for future EPTs.
The subjects of the study included 64 male and 64 female graduate students in central and southern Taiwan. A questionnaire and an interview form were administered as instruments. The subject responses to the questions in a five-point scale on the questionnaire were calculated and analyzed quantitatively by an independent samples t-test and descriptive analyses. Moreover, the subject responses to open-ended questions were discussed qualitatively. Based on the data analysis, the main findings of this study are concluded as follows:
1.There is one significant difference between males and females in their motivation to take EPTs for a raise in the pay. From the higher mean score of the male than that of the female, male graduate students hold higher motivation than female ones in this item.
2.There is no significant gender difference in their self-esteem in their EPT performance. However, from the high mean score of the two group’s responses, their EPT performance did affect their self-esteem.
3.There are three significant differences between the two gender groups in their attribution to success or failure in EPTs. From the higher mean score of the male than that of the female, the male graduate students more than female ones tend to attribute their success to effort. From the higher mean score of the female than the male, the female graduate students more than male ones tend to attribute their failure to ability and task difficulty.
4.There are three significant differences in their confidence in four specific genres of EPTs. From the mean score of the two groups’ responses, male graduate students have more confidence in TOEIC, TOFEL, and IELTS than their female counterparts.
5.The male and female graduate students had similar suggestions for EPTs., such as lowering test fees, increasing test times, improving test contents, and improving the equipment.
Based on the study findings, the researcher suggested that English teacher should notice the difference of motivation for taking EPTs in specific domains. Teachers of EPT courses should analyze the task difficulty for different EPTs. English teacher should encourage students to increase their English ability and take EPTs according to their proficiency level. Finally, the test organizations should pay attention to the content of EPTs and take care of the problems of convenience and fairness of taking EPTs, such as increasing test times, lowering test fees, improving the equipment, and improving the test contents.
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