Effects of e-learning and progression requirements on the English proficiency of university students: An evaluation via multilevel analysis

The purpose of this study was to build a foundation for Evidence-Based Policy Making (EBPM) by evaluating the effects of each educational policy on Global Test of English Communication (GTEC) scores, an English proficiency test, using data from university students. The study introduced two educational measures to improve the English proficiency of university students: implementing an English proficiency test score as a requirement for progression, and introducing an e-learning program, “Microstep Study,” which is based on the findings of implicit memory research that has been shown to enable efficient vocabulary acquisition in a short period of time using educational big data. The relationship between each educational measure and GTEC scores was examined through a multilevel analysis using data from 2,193 first-year university students who took the GTEC in April and December of the 2020 academic year, excluding missing values. The results indicated that establishing GTEC scores as a requirement for progression may have contributed to improvement in students’ English proficiency. Further, the introduction of Microstep Study may improve students’ vocabulary and, ultimately, their English proficiency.