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Table 10 Test-takers’ views toward reasons of having uneven profiles in Study 2

From: Skill profiles of Japanese English learners and reasons for uneven patterns

Option

1

2

3

4

5

6

7

8

9

I didn’t know formats

I was tense

I was tired

I was sick

I was hungry

I was poor at the skill

I have not studied the skill much

I don’t know why

Others

Overall

 2014

16.67a

22.22

16.67

5.56

0

63.89

52.78

8.33

5.56

 2015

11.36

36.36

4.55

9.09

0

68.18

50.00

0.00

4.55

 2016

24.14

31.03

24.14

10.34

10.34

62.07

24.14

3.45

13.79

 2017

24.32

29.73

35.14

5.41

2.70

62.16

43.24

2.70

5.41

High prof.

 2014

42.86

71.43

14.29

0

0

28.57

57.14

0

14.29

 2015

13.33

53.33

6.67

6.67

0

66.67

33.33

0

0

 2016

25.00

25.00

25.00

0

25.00

75.00

25.00

0

0

 2017

16.67

41.67

16.67

8.33

8.33

50.00

41.67

8.33

0

Low prof.

 2014

10.34

10.34

17.24

6.90

0

72.41

51.72

10.34

3.45

 2015

10.34

27.59

3.45

10.34

0

68.97

58.62

0

0

 2016

23.81

33.33

23.81

14.29

4.76

57.14

23.81

4.76

0

 2017

26.92

23.08

42.31

3.85

0

69.23

42.31

0

0

  1. Percentages of those who selected one option in Q3. (Why do you think the scores in these sections were lower? Select all the reasons.) a6/36 (the number of those who selected this option divided by the number of those who answered “yes” to question 1). Examples of option 9 (other reasons): because the listening section was long (n = 1 in 2014, lower-proficiency group), because I was 1-h late for the test (n = 1 in 2014, higher-proficiency group), due to the lack of study (n = 1 in 2015, lower-proficiency group), because of the lack of effort (n = 1 in 2016, lower-proficiency group), because I was poor at typing (n = 1 in 2016, higher-proficiency group), because I was sleepy (n = 1 in 2016, lower-proficiency group), because I fell in sleep during the test (n = 1 in 2017, lower-proficiency group), because I had not been exposed to English for a while because of the summer vacation (n = 1 in 2016, higher-proficiency group), and because the listening and speaking sections were much more difficult than other sections (n = 1 in 2017, lower-proficiency group)