Exploring Heaton’s testing score as a diagnostic tool: A language testing study on English language learners

Abstract

This study investigates the utility of Heaton's Testing Score as a diagnostic instrument for English language learners. Focusing on 20 grade 10 English language learners at Amaano Boarding School in Hargeisa,  Somaliland, our research employed a blend of qualitative and quantitative methodologies. Our research arsenal encompassed Heaton's Testing Score, a comprehensive questionnaire, and a rigorous focus group interview. The primary aim was to bridge an existing lacuna in the literature regarding the practical application of Heaton's Testing Score in pinpointing areas of improvement for English language learners. Our findings unearthed distinct challenges that students grapple with, particularly in the domains of reading comprehension, vocabulary, and grammar. These issues were discerned through a meticulous analysis of English test questions. Additionally, our questionnaire and focus group interview unveiled insightful perspectives on the root causes, including the limited exposure to English beyond the classroom setting. This nuanced comprehension of learners' impediments adds substantial value to the field. Our results underscore the pivotal role of Heaton's Testing Score as a valuable diagnostic tool, empowering educators and researchers to identify precise areas requiring focused assistance for English language learners. This emphasizes the significance of tailored interventions in ameliorating the learning experience. The study bears implications for educators, policy-makers, and curriculum developers, advocating for a more effective paradigm in language testing and evaluation. In conclusion, this research firmly underscores Heaton's Testing Score as an indispensable diagnostic instrument for language testing, with far-reaching ramifications for the enhancement of English language learners.