Journal of Economics and Technology in Education
JETE, Vol. 1, No. 1, 2026, pp.104-119.
Print ISSN 3105-2711; Online ISSN: 3105-272X
Journal homepage: https://www.jetejournal.com
DOI: https://doi.org/10.64058/jete260110dacel
Abstract: This study conducts a diagnostic assessment of a Chinese undergraduate ESL learner and investigates potential sources of his language difficulties, including internal and external factors. Sing Cambridge B2 First tasks and a semi-structured interview, the study evaluates Z’s listening, speaking, reading, and writing skills, along with his motivation, social context, and previous education experience. The results indicate that Z has attained an overall B2 proficiency level while shows weaknesses in spoken accuracy, lexical range, semantic confusions, complex-sentence parsing and listening for detail. The paper argues that these uneven sub-skill profiles are shaped by first-language transfer, exam-oriented schooling, limited naturalistic exposure, and language anxiety. Therefore, valid assessment and effective pedagogy must integrate diagnostic testing with contextualized qualitative data. Based on a detailed, multi-dimensional analysis of the four skills, the paper identifies the learner’s strengths and proposes targeted suggestions such as peer feedback, intensive dictation, close reading, and genre-based writing. These diagnoses are drawn with suggestions for practice and further research.
Keywords: Diagnostic assessment; ESL learner; second language acquisition
Author Biography: Liu Jiayi, Ph.D. candidate, Faculty of English Language and Culture, Guangdong University of Foreign Studies, specializing in British and American literature.
E-mail:liu_jiayi2022@163.com.
标题：中国英语二语学习者诊断性测评：基于四项技能个案研究及教学启示
摘要：本研究对一名中国本科英语二语（ESL）学习者进行了诊断性评估，并探讨了导致其语言困难的潜在内外因素。研究采用剑桥通用英语第二级（B2 First）测试任务及半结构化访谈，对受试者Z的听、说、读、写技能，以及动机、社会环境和既往教育经历进行了综合评估。结果表明，Z的总体英语水平已达到B2等级，但其口语准确性、词汇广度、语义辨析、复杂句解析能力以及细节听力方面仍存在明显不足。本文认为，这种不均衡的子技能分布受到母语迁移、应试教育模式、自然语言输入匮乏以及语言焦虑的共同影响。因此，科学有效的语言评估与教学实践必须将诊断性测试与情境化的定性数据相结合。基于对听、说、读、写四项技能的细致、多维分析，本文识别了该学习者的优势，并提出了具有针对性的教学建议，包括同伴反馈、强化听写、细读训练以及体裁导向写作等。最后，本文在诊断分析的基础上提出了相关教学实践建议，并对未来研究方向进行了展望。
关键词：诊断性评估；ESL学习者；第二语言习得
作者简介：刘珈亦，广东外语外贸大学英语语言文化学院博士生。研究方向：英美文学。电邮：liu_jiayi2022@163.com。
Received: 29 Sept 2025 / Revised: 18 Apr 2026 / Accepted: 23 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
