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OBJECTIVE MEASURES OF ENGLISH PROFICIENCY IN A SAMPLE OF TURKISH STUDENTS","","A study examines the strength of the relationship between subjective judgments and objective assessments of English competence among 210 Turkish university students in the Aegean Region State. Subjective estimates cover overall proficiency plus self-reported vocabulary and grammar knowledge, while objective measures use the most recent English exam grades and total scores on short vocabulary and grammar tests. Results show strong positive correlations overall, with vocabulary knowledge higher than grammar, females outperforming males in grammar, and negative links between age and both subjective and objective proficiency.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/subjective-vs-objective-measures-of-english-proficiency-in-a-sample-of-turkish-students/588126/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/subjective-vs-objective-measures-of-english-proficiency-in-a-sample-of-turkish-students/588126.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What subjective and objective tools were used to assess English proficiency?","Question",{"text":112,"@type":113},"Subjective measures included self-reported overall English proficiency and self-assessed vocabulary and grammar knowledge. Objective measures included the last English exam grades and total scores on short vocabulary and grammar tests.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the study find about the relationship between subjective and objective measures?",{"text":117,"@type":113},"The study reported strong positive correlations between subjective estimates and objective measures of English competence.",{"name":119,"@type":110,"acceptedAnswer":120},"How did gender and age relate to English proficiency in the findings?",{"text":121,"@type":113},"Grammar knowledge was reported as greater for females than males, and age showed negative correlations with both subjective and objective measures of English proficiency.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588126,1792116652,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","SUBJECTIVE VS. OBJECTIVE MEASURES OF ENGLISH PROFICIENY IN A SAMPLE OF TURKISH STUDENTS  \nHakan Aydoğan, Azamat Akbarov  \nAbstract: The study aims to determine the magnitude of the correlation between subjective estimates and objective measures of English competence among Turkish students in an Agean Region State university. The sample includes 210 participants (100 females and 110 males), whose average age was 20.99. Subjective estimates included overall levels of English proficiency and selfreported vocabulary and grammar knowledge. Objective measures encompassed participants' grades at the last English exam and their total scores on short English vocabulary and grammar tests. The main result included strong positive correlations between subjective and objective measures of English competence. Findings revealed greater English vocabulary knowledge compared to English grammar knowledge, greater grammar knowledge in females than in males, and negative correlations between participants' age and the subjective/objective measures of English proficiency.  \nThe directions and recommendations for future studies of the same topic can be summarized as follows. First, researchers should compare participants' results on subjective and objective measures of their English speaking and writing skills (pronunciation, spelling, etc.) . Next, other researchers can compare subjective estimates of English proficiency with its objective measures in a sample of high school and university students (in order to investigate the impact of educational level on English competence)  \nKey words: English as a foreign language (EFL), subjective, objective measures.  \n1. Introduction  \nEnglish as a foreign language (EFL) is taught in almost all educational institutions worldwide. Actually, it is the basis of intercultural communication, social mobility and international relations.  \nSome of the main aspects of learning a language are vocabulary and grammar. Vocabulary does not make sense without the structural function of a language, which is its grammar. Hence, grammar needs to be taught explicitly, which requires a great deal of time (Zhang, 2009: 185) . In fact, in learning a foreign language, grammar is regarded as an elementary mainstay (Aqel, 2013: 2470) . Besides, grammar is an empty set of rules if we are not enough familiar with the vocabulary of a language. Learning vocabulary is probably a crucial prerequisite for successful communication in a particular language (Alqahtani, 2015: 22) . Students who have problems with vocabulary acquisition are less capable of understanding written texts as well (August, Carlo, Dressler, & Snow, 2005: 50) . Thus, an extensive vocabulary knowledge facilitates reading comprehension (Anjomshoa & Zamanian, 2014: 93), as does syntactic knowledge (Chen, 2014: 39) . Hence, these two segments of a foreign language (such as English) occupy a special place in learning, rehearsing and using that foreign language. It seems that the amount of students' English vocabulary and grammar knowledge have a huge impact on their English writing skills (Saadian & Bagheri, 2014: 117) .  \nStudents' overall English proficiency, as well as their competencies in various aspects (segments) of this language (e.g. in vocabulary, grammar, spelling, pronunciation...), can be assessed by at least two types of tools. The first type includes objective measures, which are tests/exams. They are used to measure English ability and performance (Gonzáles, 1996: 18) . Another way to assess English  \nproficiency is letting students provide the estimates of their own English skills and knowledge. These are so-called self-report (self-assessment) measures. Some authors agree that self-assessment in EFL context gained a huge attention recently (e.g. Naeini, 2011: 1225) . Of course, they are subjective and not always in accordance with students' scores at the appropriate (i.e. reliable and valid) objective measures. Apart from this notion, self-assessment can","cbCaico4LcHgMVFJ","https://ap.wps.com/l/cbCaico4LcHgMVFJ","pdf",401577,"English","# 1. Introduction\n## Language learning and key components\n## Tools for assessing proficiency\n# 2. Methodology\n## 2.1. Participants","[{\"question\":\"What subjective and objective tools were used to assess English proficiency?\",\"answer\":\"Subjective measures included self-reported overall English proficiency and self-assessed vocabulary and grammar knowledge. Objective measures included the last English exam grades and total scores on short vocabulary and grammar tests.\"},{\"question\":\"What did the study find about the relationship between subjective and objective measures?\",\"answer\":\"The study reported strong positive correlations between subjective estimates and objective measures of English competence.\"},{\"question\":\"How did gender and age relate to English proficiency in the findings?\",\"answer\":\"Grammar knowledge was reported as greater for females than males, and age showed negative correlations with both subjective and objective measures of English proficiency.\"}]","SUBJECTIVE VS. OBJECTIVE MEASURES OF ENGLISH PROFICIENCY IN A SAMPLE OF TURKISH STUDENTS | PDF",1792064580]