... The second column from the left shows the tendency consistent with the results of the UEEs, when using another ESL test, the Paul Nation Vocabulary Test (PNVT) (Nation, 2001), which is a widely used test in ESL research (r00.81 and n0159) (Kasai, Maki, & Niinuma, 2005). Also, the same tendency was observed in the surveys with other ESL tests and other populations: (1) the College Scholastic Achievement Test (CSAT) (English Part) 2005 taken by Korean university freshmen, which is a common Korean UEE (The Korea Institute of Curriculum & Evaluation (KICE), 2007) (r00.61 and n0155) (Maki, Kasai, Goto, Lee, et al., 2006); (2) the PNVT taken by Chinese university freshmen in 2005 (r00.70 and n 0549) (Maki, Bai, Kasai, Goto, & Hashimoto, 2007); and (3) the Shinken-Examination (English part) in 2005, which is a mock examination for the Japanese UEEs, taken by second grade high school students (r00.63 and n 0135) (Maki, Morita, et al., 2007). The significance level was again set at 0.05. ...
... Therefore, this indicates that, contrary to its appearance, the MET does not simply measure listening comprehension or reading comprehension, but it measures both reading and listening comprehension. 5 The result would seem to explain why Also, the correlations between the scores on the MET and the PNVT (r00.81 and n0159 and r00.70 and n 0549 (Maki, Bai, et al., 2007)), as reported above, support the claim that the MET measures vocabulary knowledge as well, since vocabulary level is measured on the PNVT, in which the test-taker chooses a word which has the same meaning as the given word. ...
Maki, Wasada, and Hashimoto developed the Minimal English Test (MET), which is a five-minute English as a Second Language (ESL) test. The Maki Group has, since the development of the MET, investigated correlations between the scores on the MET and the scores on other ESL tests, the reliability of the MET, and what kind of ESL proficiency the MET measures. They found that there were statistically significant, relatively strong correlations between the scores on the MET and the scores on other ESL tests, that the scores on the MET were reliable, and that the MET, which appears to be a listening comprehension test, actually measures both reading and listening proficiency, rather than one or the other of them. The findings in this paper suggest that the MET, a radically time-saving test, can be used as a useful ESL test in ESL research as well as ESL classes.
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