[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594125-105":3,"doc-detail-594125-en":80,"detail-sidebar-cat-0-en-105":97},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","examining-fijian-first-year-university-students-english-proficiency-on-cefr-levels","Examining Fijian First-Year University Students’ English Proficiency on CEFR Levels","","English serves as Fiji’s main lingua franca across ethnolinguistic groups, creating sociocultural challenges when students transition from varied high-school backgrounds to university. This study longitudinally analyzed first-year undergraduate writing differences at entry and after one year, using CEFR to assess writing proficiency and to inform curriculum development. Sampling 120 students in Fiji, quantitative results tracked movements across CEFR levels, showing progression from A1 to B1/B2 and additional improvements to C1.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-fijian-first-year-university-students-english-proficiency-on-cefr-levels/594125/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-fijian-first-year-university-students-english-proficiency-on-cefr-levels/594125.png","ImageObject",300,407,{"name":42,"@type":43},"Kurz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the purpose of this study on Fijian first-year university students?","Question",{"text":62,"@type":63},"The study examines differences in writing abilities at the start of first year and at the end of the first-year program, aiming to inform efforts to improve academic English proficiency in Fiji.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How did the study assess students’ writing proficiency?",{"text":67,"@type":63},"It used the Common European Framework of Reference for Languages (CEFR) to evaluate writing skills and to support curriculum development.",{"name":69,"@type":60,"acceptedAnswer":70},"What did the results show about CEFR level progression?",{"text":71,"@type":63},"Among 62 students at A1, progression to B1 and B2 was observed; additionally, students at A2 also advanced, with some reaching C1 level through substantial improvement.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594125,1792502243,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":85,"file_id":86,"file_url":87,"file_type":88,"file_size":89,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":90,"language":91,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":92,"faqs":93,"seo_title":94,"seo_description":12,"update_tm":95,"read_time":96},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| | \u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal of Applied Linguistics, 6(2), 73–93 (2023) [https://doi.org/10.29140/ajal.v6n2.1050](https://doi.org/10.29140/ajal.v6n2.1050) |  |  |\n| Examining Fijian First-Year University Students’English Proficiency on CEFR Levels\u003Cbr>PRASHNEEL RAVISAN GOUNDAR |  | |\n| School of Humanities, Arts, and Social Science University of New England, Australia\u003Cbr>[prashneel.goundar@une.edu.au](prashneel.goundar@une.edu.au) |  |  |\n| Abstract\u003Cbr>English is the main lingua franca among the various ethnolinguistic groups in Fiji. This results in asociocultural problem when students enter universities from different high school backgrounds. To this end, this study analysed the level of difference in writing abilities at the beginning of the first year of study and at the end of the first-year program of undergraduate students. The goal was to generate new insights that could inform ongoing efforts towards ameliorating academic English language proficiency in Fiji. The study took place at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university program. This study used the Common European Framework of Reference for Languages (CEFR) to evaluate student writing skills and for the development of curricula to meet students’needs. The study employed quantitative research design to a longitudinal language testing research context. The CEFR was successful in gauging the student’s preparedness for university study and work life. Out of the 120 students, it was observed that from the 62 students who were at the A1 level at the end beginning of the year progressed to levels B1 and B2 . Out of 62, 21 moved to B1 where 41 moved to B2. Further, 49 students from A2 level also progressed as 44 of these students had B2 and another 5 made substantial improvement by moving up to C1 level. The findings ofthis study can be used in improving support systems to enhance the smooth transition of multilingual students from high school through university and into the workforce. The analyses have the potential to provide insights into how Fijian undergraduate students are performing compared to students in other countries and how the EFL curriculum might be adapted to students’needs.\u003Cbr>Keywords: Language testing; CEFR; writing skills; proficiency; academic English; longitudinal study |  |  |\n\nCopyright: © 2023 Prashneel Ravisan Goundar. This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Data Availability Statement: All relevant data are within this paper.  \nGoundar: Examining Fijian First-Year University Students’English Proficiency on CEFR Levels 74  \nLanguage Testing in Applied Linguistics—The Multilingual Fijian context  \nFiji is located in the South Pacific, spreading over 300 islands with a population of approximately 900,000 (Fiji Government, 2018). Fiji is a former British colony making it a multilingual island nation with more than 10 languages which includes a number of dialects of the indigenous language, that is, iTaukei or Fijian (Goundar, 2019b; Goundar, 2020, p. 351), Rotuman, and a few Indian languages (Goundar, 2020, p. 351; Mangubhai & Mugler, 2003) . According to Goundar (2023b), at present English functions as a lingua franca, a language used for medium of instruction in schools and higher education, a language for business, employment opportunities and communication. Mother tongue in this context is simply a bureaucratic euphemism for non-English languages in Fiji as mother tongue generally refers to iTaukei or Fiji Hindi (Goundar, 2023b) .  \nFiji has a centralised e","cbCaijHQ9Ng0XUXy","https://ap.wps.com/l/cbCaijHQ9Ng0XUXy","pdf",721937,21,"English","# Abstract\n## Study context and motivation\n## Research design and sampling\n## CEFR-based assessment of writing proficiency\n## Key findings and implications","[{\"question\":\"What is the purpose of this study on Fijian first-year university students?\",\"answer\":\"The study examines differences in writing abilities at the start of first year and at the end of the first-year program, aiming to inform efforts to improve academic English proficiency in Fiji.\"},{\"question\":\"How did the study assess students’ writing proficiency?\",\"answer\":\"It used the Common European Framework of Reference for Languages (CEFR) to evaluate writing skills and to support curriculum development.\"},{\"question\":\"What did the results show about CEFR level progression?\",\"answer\":\"Among 62 students at A1, progression to B1 and B2 was observed; additionally, students at A2 also advanced, with some reaching C1 level through substantial improvement.\"}]","Examining Fijian First-Year University Students’ English Proficiency on CEFR Levels | PDF",1792078578,53,{"code":4,"msg":81,"data":98},[99,103,107,110,115,120,125,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":108,"slug":109},70,"exam",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},5,"Comic",60,"comic",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},6,"Technology",50,"technology",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":123,"slug":124},7,"Healthcare",40,"healthcare",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":128,"slug":129},8,"Research & Report",30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":111,"slug":145},19,"General","general"]