1.      Activity focus and purpose:

The purpose of this activity is to comprehensively enhance students’ English proficiency in the four key skill areas of the English proficiency test: listening, speaking, reading, and writing. In response to the English test requirements for the second semester of the 114th academic year, four English enhancement courses—Speaking, Writing, Listening, and Reading—have been specially arranged this semester. Through professionally designed courses and simulated practice sessions, the program aims to provide students with systematic guidance in listening and reading, while offering targeted training in speaking and writing to improve their language expression and test-taking skills. Overall, this activity not only strengthens students’ foundational language abilities and examination preparedness, but also aims to encourage greater participation in English proficiency tests. By providing positive learning experiences, the program seeks to build students’ confidence and motivation in language learning, thereby enhancing their competitiveness for future academic advancement and career development.

2.      Activity features and implementation:

The activity covered the four major components of the English proficiency test: speaking, writing, listening, and reading. The theme of this session was “Listening Enhancement Class,” led by a foreign instructor. The course incorporated situational simulations, interactive practice, and immediate feedback to help students improve their English listening comprehension and response speed when answering questions.

The instructor provided practical test-taking techniques and answering strategies for different question types. By playing sample questions and guiding students through practice exercises, the instructor helped students become more familiar with real test scenarios. During the class, the instructor also emphasized the importance of paying attention to key words in question sentences, such as who, what, when, where, why, and how, in order to quickly identify the focus and direction of the listening questions.

Through question practice and instructor explanations, students further learned how to identify important information, recognize key vocabulary, overcome common listening difficulties, and strengthen their practical test-taking abilities.

3.      Quality indicators of activities

The student appreciated the teacher’s dedicated instruction and found the listening practice very helpful. Although Part 3 was still a relatively weak area for the student, the teacher’s step-by-step analysis of the question types and answering strategies helped clarify the exam format and preparation focus. The student hoped to perform better and achieve an ideal score in the next test.

4.      Activity Highlights

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