1. 1 The Cooperation Between The English Language Institute And The English Language Testing Subsection (ELTS) Dr. Assoc. Prof. Dileta Jatautaite

2. 2 The Purpose To familiarize with the results of the cooperation between the (The Departament of Foreign languages) DFL and ELTS

3. 3 The Table of Contents Introduction -The Military Academy of Lithuania, The Institute of Foreign languages and The Department of Foreign Languages - English Language Testing Section (ELTS), the developer and administer of the STANAG 6001 tests and STANAG 6001 testing -Cooperation -Results Conclusions References

4. 4 The Policy of The Military Academy of Lithuania The Military Academy of Lithuania is one of 15 Higher education institutions in Lithuania. Studies follow the programmes registered by the Ministry of Education and Science which is the institution of the executive power of the Republic of Lithuania, forming and implementing the State policy of education, higher education and research

5. 5 Lithuanian Higher Education Lithuanian higher education and research are aimed at drawing closer to Western Europe and other world’s oldest intellectual and spiritual traditions, and achievements of higher educational institutions

6. 6 Education Consequently, The Lithuanian Armed Forces have developed modern high quality military specialist training and education curriculum and subject syllabus for more than 500 cadets each year at the Military Academy of Lithuania

7. 7 The National Credit System The national credit system is based on an average of 1600 working hours per academic year, one credit corresponding to 40 hours or one week of work Pass/fail level: 5/4 Lowest on scale: 1

8. 8 Mission The mission is to provide cadets with high quality teaching and effective English language acquisition in line with the needs of the Armed Forces to achieve interoperability with NATO members

9. 9 Strategy According to endorsed Strategy of the Ministry of Defense, the ultimate goal of English training at the Military Academy of Lithuania should successfully fulfill cadets’ expectations of professional tasks and assignments in any circumstances and environment

10. 10 Aim Hence, the aim of the Military Academy of Lithuania is to provide cadets with the best scientifically based and designed syllabus for the acquisition of English knowledge and skills, necessary for the successful implementation of their professional tasks

11. 11 Tasks Based on Higher education requirements, the tasks of the English language program content comprise standardized assignments permitting to attain four compulsory skills aimed at improving: writing, reading, listening and speaking As seen from this, all language skills are considered equally important

12. 12 Evaluation and Assessment Instrument Evaluation and assessment of the English language achievement were provided to the cadets by implementing the achievement test designed by the teachers from the department of Foreign languages which is held at the end of the 8 th semester

13. 13 Evaluation and Assessment Instrument The formal achievement test examines how the students have learned vocabulary and grammar, listening and reading comprehension through the term of 8 semesters

14. 14 Evaluation and Assessment A formal achievement test comprises two written tests each term, which amounts to eight tests throughout four academic semesters that English is taught The cadet is supposed to collect no less than 75% for successful completion of the course programme which could be compared with the achievement of the Second English Language Level according to ND 6001 test II level

15. 15 Evaluation and Assessment If the score is below 75% and drops lower than 51%, a cadets obtains level I And if it is under this percentage, a cadet acquires no level at all Level III is the highest possible to achieve in this case, for a cadet must require no less than 90% from 100% of the achievement test

16. 16 Main Grading System Full Description 1-10 : 10 (puikiai): excellent; (III level) 9 (labai gerai): very good; (III level) 8 (gerai): good; (II level) 7 (pakankamai): highly satisfactory; (II level) 6 (patenkinamai): satisfactory; (I level) 5 (silpnai): sufficient; (I level) 4-1: insufficient, (0 level)

17. 17 Testing Procedures The structure of testing procedures, used in cadets’ assessment, is thoroughly described by Brindly who developed tools and procedures for monitoring, recording, and assessing learners' progress and achievements in the classroom on a systematic and formal basis (Brindly, 1997)

18. 18 Listening and Writing In order to obtain level II in listening, a cadet must understand conversations, briefings and telephone calls about complex topics, including economics, science, technology and his/her own professional field So that to endorse level II, a cadet must write effective formal and informal correspondence and other documents on practical, social and professional topics and special fields of competence

19. 19 Criteria The following criteria have been used to assess spoken language: 1) accuracy 2) appropriateness 3) fluency 4) adequacy of vocabulary and content

20. 20 Speaking and Reading To attain level II in speaking, a cadet must participate effectively in most formal & informal conversations, including meetings. He or She is to be able to deliver briefings To read is necessary with almost complete comprehension a variety of authentic written material on general and professional subjects, including unfamiliar subject matter

21. 21 Oral and Written Performance The special emphasis is laid on the productive skills, i.e. oral and written components of performance that are vitally important to ESP learners

22. 22 Testing Vocabulary and Grammar Vocabulary testing aims at checking cadets' ability to define not only advance level vocabulary but military terms as well Grammar testing aims at checking grammar in the context. The format of a grammar test is usually a multiple choice and gap filling

23. 23 Criteria The criteria for the written component of productive skill, which might be either an essay or a summary of an authentic text, is assessed in accordance with four criteria: 1) adequate ESP vocabulary 2) faultless grammar 3) accurate, brief and clear wording 4) appropriate scope with no copied sentences

24. 24 STANAG 6001 a Motivational Factor The main motivating issues for a cadet to sit and attain level II for STANAG 6001 are: - his future position of the officer and his specialty ability to communicate a set of professional skills and to perform particular job-related functions

25. 25 STANAG 6001 a Motivational Factor For example, General Staff, who communicate in English both in a written form and orally with NATO and non-NATO partners, or senior commanding officers, who regularly participate in international training exercises, activities, and meetings

26. 26 A Motivating Factor Moreover, possessing level II guarantees, for those who are part of the military stuff, cohesive and effective work according to international military standards created by the NATO This is of paramount importance for it regulates equipment, procedures, tactics, training and just about everything that affects how armed forces from different countries work together on operations and exercises

27. 27 ELTS and STANAG 6001 English Language Testing Subsection (ELTS) develops and administers the STANAG 6001 tests and STANAG 6001 testing for all Lithuanian Ministry personnel ELTS of the Training and Personnel Command of the Lithuanian Armed Forces provided testing for the four year cadets for the past 10 years so that to provide them with the certificate proving their proficiency level of English

28. 28 Results 1. The bar graph indicates the three gridlines of cadets who attained 3 Stanag levels

29. 29 Results 2. The diagrammatical distribution of 3 Stanag levels by cadets in curves

30. 30 Results 3. The graphical pie exposition of Stanag 3 levels in percentages

31. 31 Results 4. The bar graphic indicates the four gridlines of achievement test

32. 32 Results Period0 LevelI LevelII LevelIII LevelTotal number STANAG testing 2001-2010-24351314770 DFL testing 2003-20101215321044419 Difference 12 9030330351 1. Table. The results of Stanag 6001 proficiency and DFL achievement testing

33. 33 Results 5. The graphical pie exposition of Achievement test in percentages

34. 34 Results 6.The graphical pie exposition of both testing depicting levels by percentage rate

35. 35 Results The obtained results from the Final test proved to be well corresponding unified, reliable and valid standards for the assessment of attained language knowledge The results have objectively shown that Stanag 6001 testing has helped a lot to improve cadets’ assessment and to design a valid and a reliable achievement test by the teachers of the Department of Foreign Language

36. 36 Results The number of cadets achieved level II by both Stanag 6001 (66%) and Achievement (49%) testing demonstrated close and effective cooperation between two institutions in obtaining the main goal of the syllabus Level 1 was scored mainly by those who did not study English prior to the studies at the Military Academy

37. 37 Conclusions But the upshot of it was that the cadets attained 11% of Level III which is 9% higher than the results from Stanag testing (2%) The objective and unbiased Stanag 6001 testing revealed high level and professionalism of DFL test designing staff The cooperation between the ELTS and the DFL has proved to be beneficial and successful for both sides who work in favour of a systematic approach to integration of students' formal assessment into the process of learning

38. 38 Conclusions In the long term, comprehension of tangible achievements motivates students to seek proficiency in the Second language The global aim of this cooperation is to enhance political and military stability through improving the English language communication skills of the armed forces, and so improve international co-operation in NATO peacekeeping operations and other areas

39. 39 Conclusions Successful learning is possible only when terms “are not taught as a subject separated from the students’ real world (or wishes); instead, it is integrated into a subject matter area important to the learners.” (Fiorito, 2010)

40. 40 References 1.Brindly, G. (1997). Assessment and the Language Teaching Trends and Transitions', JALT. http://langua.hyper.chubu.ac.jp/jalt/pub/tlt/97/sep/brindley.html http://langua.hyper.chubu.ac.jp/jalt/pub/tlt/97/sep/brindley.html 2.Baker A., King N, Walden R.(2004). LEVELS | A1 - C1 | Elementary to Upper intermediate. Simon Mellor-Clark, Macmillan Publishers Ltd 3.Fiorito L.(2010) Teaching English for Specific Purposes (ESP), Retrieved 6.04.2010 http://www.usingenglish.com/teachers/articles/teaching-english-for- specific-purposes-esp.html 4.Harris M. and McCann P., (1994). Assessment. London: Heinemann. 63- 88. 5. www. kariuomene.kam.lt 6. www. lka. lt 7.www.bilc.forces.gc.ca