Abstract
Set on the small-town campus of a private university in Mexico, this chapter presents the difficulties faced by high school students regarding institutional expectations when taking a selected exam in English. The problem arises when the students, often enrolled in B2-C2 classes at the PrepaTec in Zacatecas, do not obtain B2, or Pass with Distinction, on the Cambridge PET exam, the selected graduation requirement, which is also a prerequisite for the students to benefit from learning another foreign language. Working within the qualitative paradigm, using an exploratory case study design, and applying autobiographical notes and a focus group interview as data collection techniques, the current study analyzed 20 students’ self-reported experience of the exam, with the aim of examining the factors that contribute to the students’ achieving, or not, the institutional goal. The findings suggest that there seems to be little variation concerning the students’ motivation, preparation strategies, or performance while taking the test. However, some differences were observed as only students with a B1 level certification recounted difficulties in the listening and speaking sections, something which may be rooted in in-class preparation practices. As every single point is crucial for the test takers and, under the current requirements, there is practically no margin for error, institutional policies should perhaps be reevaluated in selecting a test that considers not only reliability, content, construct, and face validity, but also SEM and consequential validity.
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Figueroa, L.A., Zimányi, K. (2021). Perceptions of (Un)Successful PET Results at a Private University in Mexico. In: Lanteigne, B., Coombe, C., Brown, J.D. (eds) Challenges in Language Testing Around the World. Springer, Singapore. https://doi.org/10.1007/978-981-33-4232-3_21
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