ELA utilizes a battery of standardized tests designed to measure students’ English language proficiency and academic English ability, to ensure accurate placement of students in its four level English language program; and to determine whether their English is adequate for full-time study at UBT.

A test schedule is announced online (UBT Website) and the Admission Office, at the end of each session and during registration week. Each student is given a UBT ID which he/ she has to present at the ELA exam center on the placement test date, in addition to his/ her Saudi national ID, Passport, or Iqama.

ELA’s Placement Tests include:

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• A. The Online Oxford Placement Test:
  The Oxford Placement Test is an online computer adaptive test that measures applicants’ ability to communicate in English, as well as their grammar and vocabulary mastery. It tests either British or American English, and accurately measures candidates understanding of meaning in a conversation.
  View Guidelines
   
• B. ELA’s Speaking Test Following OPT completion, students are required to sit a speaking test. The speaking assessment is integral to the placement process as it assesses the speaking skill, which is not covered by the online placement test. Speaking tests are conducted by ELA instructors.

• Students must attend a minimum of 85% of ELA courses not to receive course denial (DN).
• Students can submit valid excuses, encompassing medical, court, and police, to justify their absences.
• Students’ attendance is recorded on daily basis on UBT’s Opera platform.

The grading system used is as follows:

• (A) 90%—100%
• (B) 80%—89%.
• (C) 70%—79%.
• (D) 65%—69%.
• (F) below 65%.
• (DN) equivalent to AF (Absent Fail) or student who register and do not attend 85% of the courses.
• (W) withdrew.
• (IC) Incomplete.

ELA adopts CEFR (Common European Framework of Reference for Language Learning) international standards in structuring its English Language Program. CEFR is highly reliable and provides a basis for mutual recognition of language qualifications around the globe, thus facilitating educational and occupational mobility.

This framework consists of the following:

A1: Refers to the student’s basic ability to communicate and exchange information in a simple way.
A2: Refers to the student’s ability to deal with simple, straightforward information and begin to express oneself in familiar contexts.
B1: Refers to the student’s ability to express oneself in a limited way in familiar situations and to deal in a general way with non-routine information.
B1+: Refers to the student’s ability to enter unprepared into conversation on familiar topics, express personal opinions and exchange information on topics that are familiar, of personal interest or pertinent to everyday life.
B2: Refers to the student’s capacity to achieve most goals and express oneself on a range of topics. A student can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.
C1: Refers to a student’s ability to communicate with emphasis on how well it is done, in terms of appropriacy, sensitivity and the capacity to deal with unfamiliar topics.

Communicative reading Strategies for students:

Pre-reading:
Pre-reading tasks are adopted to activate students’ schematic knowledge of what they are about to read (based on their pre-existing knowledge) as this knowledge will help them understand the text. When reading, students are using their pre-existing knowledge to predict content. In class, predictions are communicated to partners.

During Reading:
Reading is done in pairs or collaboratively to promote greater interactions among students.

Post-reading:
Students tell each other about what they have read and engage in:

• Discussions about the text,
• Summarizing the text,
• Reviewing the text,
• Perform role-play or a follow-up speaking task related to the topic.

Active Communication (speaking):
Students are encouraged to:

• Promote more efficient interaction between students in the communication process.
• Ensure that each student has the opportunity to express his/her ideas or viewpoints.
• Engage those who are in the group.
• Express their thoughts, feelings, or issues while actively listening to others to allow a better understanding of different points of view.

The aim for most students is fluency. ELA develops fluency through pair work and group work speaking activities by providing interesting discussion topics that offer students something to talk about.

Communicative Writing:
Writing, like all other aspects of language, is communicative. ELA Students are required to write e-mails, SMS messages, lists, notes, cover letters, reports, proposals, memos, assignments, essays, etc. Students engage in doing research projects, publishing blogs, and creating individual and group profiles.