Skill profiles of Japanese English learners and reasons for uneven patterns

Language Testing in Asia

Table 11 Six participants’ characteristics in Study 3

Pseudonym	Gender	CEFR levels	iBT skill profile	Q2: Lower skills	Q3: Reasons
Subaru	Male	L = A2, R = B2, S = A2, W = B1, total = B1	LS<W<R (2-level difference)	L	I don’t know why
Takeru	Male	L = C1, R = B1, S = A2, W = A2, total = B1	SW<L<<R (3-level difference)	L, S, W	I was tense I was tired
Gaku	Male	L = B1, R = A2, S = A2, W = B2, total = B1	LS<R<W (2-level difference)	S	I don’t know why
Arata	Male	L = B1, R = B2, S = A2, W = B2, total = B1	S<L<RW (2-level difference)	S	I didn’t know formats
Yamato	Male	L = C1, R = C1, S = B1, W = B2, total = B2	S<W<LR (2-level difference)	S, W	I was tense
Hina	Female	L = C1, R = B2, S = A2, W = B2, total = B2	S<<RW<L (3-level difference)	S	I didn’t know formats I was tense I was tired

Names were anonymized. All responded “Yes, there were sections in which you received lower scores than other sections.” (Question 1 in the questionnaire). Q2, in what section did you receive lower scores? Q3, why do you think the scores in these sections were lower?