Abstract

Despite significant efforts to improve English education, challenges such as declining motivation and slow progress persist. In this study we examine the relationships among three English proficiency tests—Test of English for International Communication (TOEIC), Global Test of English Communication (GTEC), and CNN Global English Test Service (CNN GLENTS)—in the context of university-level English education in Japan. We aim to explore the effectiveness of these tests by comparing scores and improvements across various sections. The analysis reveals notable differences in the constructs measured by each test. CNN GLENTS exhibits weak or negative correlations with GTEC and TOEIC, suggesting divergent skill assessments, particularly in the international studies section. We observe high correlations between the listening and reading sections of GTEC and TOEIC in the second round, possibly due to increased test familiarity, whereas correlations involving speaking and writing are weaker. These findings indicate that CNN GLENTS emphasizes different proficiencies, such as background knowledge and contextual understanding, which GTEC and TOEIC do not directly capture. The study underscores the need for a multifaceted approach to language assessment, given no single test fully captures the complexity of English proficiency. Future researchers should explore the underlying factors that influence these correlations to improve the utility and interpretation of these assessment tools in educational settings.

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