A number of students who recently took a state-administered English proficiency test complained that there were critical errors in the exam system.

They said that they were unable to complete the Internet-based exam because their answer sheet suddenly disappeared from the computer screen.

Fifty-eight of the 1,116 test takers cited the same error, raising questions about the National English Ability Test that the government developed with a reported investment nearing 30 billion won ($26 million) over the last four years.

It was the first time students had taken the test after the Education Ministry announced it last year as an alternative to the current state-administered college exam.

Developing the NEAT, the ministry originally sought to substitute the English section of College Scholastic Ability Test from 2016.

But critics say the government is implementing the new test without careful planning. Teachers are concerned about lack of programs and teaching materials to prepare students. Parents also worry that it may drive more students to private education.

Facing increasing criticism, the ministry is now mulling over its plan to use the NEAT for college admission, an official from the ministry told The Korea Herald.

“We’re now hearing various opinions from students, teachers and parents. We’ll decide about whether or not to carry on our plan in August at the earliest,” he said.

The NEAT is divided into three levels ― Level 2 test of academic English, Level 3 of general English for students, and an additional Level 1 test for adults.

It consists of tests on listening, reading, speaking as well as writing, unlike the current college entrance exam that only assesses reading and listening.

By introducing the NEAT, the ministry said it would enhance practical and communicative English education.

An English teacher from a high school in Cheongju, North Chungcheong Province, agreed that English should be taught to help students develop all four skills, but he was still skeptical about the NEAT.

“There is still a lack of resources for teaching speaking and writing at schools. Without increasing the number of teachers and developing the curriculum it will only drive more students to private English institutes,“ he said.

Kim Seung-hyun, a director of civic group “World without worries of private Education,” agreed that substituting a test with another test would not relieve students’ stress.

“Studying more hours at schools won’t make a significant improvement on the level of students’ English speaking, and parents know that well,” he said, noting that cram schools were already rushing to open the NEAT courses, capitalizing on the concern of parents.

“(The cram schools) are convincing parents that their child won’t be able to enter top universities unless they start to prepare for the NEAT now.”

By introducing the new state-administered English test, the government was hoping to reduce the country’s high dependence on the foreign English proficiency tests, such as TOEIC and TOEFL.

Nearly 24 million Koreans take TOEIC and TOEFL each year, spending about 120 billion won, according to the ministry.

But the number of NEAT applicants so far is well below the ministry’s expectations. Only 545 people took the test in May this year, and some of them were believed to be English teachers who were forced by the ministry.

Currently only 36 colleges nationwide have pledged to accept the NEAT scores for admitting new students, while the majority schools are still skeptical about using it.

“The problem is not the test itself, but how the government implements it,” said Shin Dong-il, a professor of the English language and literature department at Chung-Ang University.

He claimed that the ministry is trying to change the English curriculum and teaching methods that have been used for years in a short period of time.

“(The ministry) believes if they change the test, schools will change the curriculum and teachers will change their teaching methods, but things don’t work like that,” Shin said.

“They should first establish a culture where students can practice speaking English, and then change the curriculum and textbooks. The test should be the last to change.”

Kim agreed that in order to elevate students’ English speaking skills the government should reduce the test burden, but encourage students speak English more frequently at schools.

“Instead of pouring money into developing a test, it would be better to invest in infrastructure, such as building more English libraries and providing more teachers,” he added.

By Oh Kyu-wook (596story@heraldcorp.com)