The Roles of Online Placement Test in English Language Teaching
The influence of technology in the world today and most especially by students have made it paramount for learning institutions to inculcate technology in the English language teaching curriculum. Could it be that there is a dire need to dive away from the traditional way of chalkboard teaching system to a more interactive whiteboard teaching system? It is worth-noting that constant attraction of students to the internet has made it important for learning institutions to keep abreast with the changes with no exception to context of the study. Thus, on the one hand through literature, this study will review the innovative strategies behind the use of online placement test to determine the course level of students enrolled in English language courses. On the other hand, the study will compare the final examination performance of students to determine the effectiveness of the online placement test. This study intends to address the following research questions: (a) what criteria are used to determine the course level of students before commencing any English language course? (b) Do students prefer the use of online placement test for English course leveling? And (c) how does the English online placement test affect students’ overall performances in the course? The study will adopt a triangulation approach which will comprise the use of surveys, in terms of questionnaires and the use of semi-structured interviews. Thus, the study on the roles of online placement test in English language teaching will shed new light on the importance of technology to enhance learning performances especially amongst students who live in a globalised and digitalised age in the Kingdom of Bahrain.
 Baglantzi, V. (2012). “Online Diagnostic Assessment: Potential and Limitations (The case of DIALANG in the Greek Junior High School Context).” Research Papers in Language Teaching and Learning. 3(1): 293-310.
 Bahrain Informatics Organization (2014). “Remarkable Growth Expats Outnumber Bahrainis in 2010 Census.” Retrieved from: http://www.cio.gov.bh.
 Bekhet, A. K. and Zauszniewski, J. A. (2012). “Methodological Triangulation: An Approach to Understanding Data.” Nurse Researcher. 20(2): 1-12.
 Brown, J. D. (1989). “Improving ESL Placement Tests Using Two Perspectives.” TESOL Quarterly. 23(1): 65-83.
 Far, L. M. and Zoghi, M. (2014). “Investigating Elementary & Intermediate Level Students’ Perspectives towards Demotivating Factors in ESP Classes.” International Journal of Applied Linguistics & English Literature. 3(5): 22-27.
 Hismanoglu, M. (2012). “The Impact of a Curricular Innovation on Prospective EFL Teachers’ Attitudes towards ICT Integration into Language Instruction.” International Journal of Instruction. 5 (1): 183-202.
 Leki, I. (1991). “A new approach to advanced ESL placement testing.” Writing Program Administration. 14 (3): 53–68.
 Oxford, R. L. (1998). “Demotivation in Foreign Language Learning.” Paper presented at the TESOL 1998 Congress, Seattle, WA: In March.
 Shahrokni, S. A. (2009). “Second Language Incidental Vocabulary Learning: The Effect of Online Textual, Pictorial, and Textual Pictorial Glosses.” The Electronic Journal for English as a Second Language. 13 (3): 1-17.
 Shyamlee, S. D. (2012). “Use of Technology in English Language Teaching and Learning: An Analysis.” International Conference on Language, Medias and Culture. 33(1):150-156.
 Scott, R., & Robinson, B. (1996). “Managing Technological Change in Education – ‘What lessons can we all learn?, Computers and Education.” International Journal of Instruction. 26(1): 131–134.