Résumés > EDDINE ABEER Naser

Designing an Online Test Preparation Module for CLES Certification at the CEFR B1 Level

Abeer Naser Eddine

LInguistique et DIdactique des Langues Étrangères et Maternelles (LIDILEM) – Université Grenoble

Alpes – Bâtiment Stendhal - CS40700 - 38058 Grenoble cedex 9, France

In the endeavour of modernising language assessment, the Maison des Langues et des Cultures (Grenoble-Alpes University) has undertaken a novel initiative specifically tailored to the Higher Education Language Skills Certification (French CLES) – accredited by the French Ministry for Higher Education and currently available in 10 languages in CEFR levels (B1, B2 and C1), through the development of user-friendly online test preparation modules.

To address the pressing need for seamless transitions and progressive language teaching strategies (Kohnke & Zou, 2021; Le Pichon-Vorstman et al., 2021; Fenteng, 2023), our preparation modules transform the existing CLES sample test format into an interactive digital resource, facilitating the shift from conventional language assessment to a dynamic, adaptive digital format and providing test-takers with visualisation techniques of test-taking strategies (Blake, 2019; Lineweaver et al. 2019; Damayanti et al., 2020; Golubeva et al., 2021), with the assistance of an avatar tutor. These modules are specifically designed to address the CLES scenario-based language certification (Rouveyrol & Bardiere, 2020; Zabala & Rouveyrol, 2022), where candidates immerse themselves in real-life scenarios and engage in the requisite tasks to complete a mission, hence distinguishing it from well-known language proficiency certificates. These strategies are intended not only to enhance comprehension and cognitive skills but also empower learners to refine their writing and oral production and interaction.

This paper focuses on the B1 level module, designed to equip hybrid learners (LANSAD or other) with the skills needed to confidently navigate situations likely to arise while traveling to places where the target language (English) is spoken. In addition to addressing familiarity with the CLES test format, content and structure, it examines the correlation between the suggested test-taking strategies and the CLES evaluation criteria across the four modalities (listening, reading, writing, speaking) as well as the annotated analysis of sample responses.

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Mots-Clés: Scenario based assessment, Instructional design, Online test taking strategies, Second language acquisition, CLES certification