## 5 Discussion  
This study used the corpus-based word classification method to detect the difficulty level of MOEPT at a Taiwanese military academy. The analytical results indicated that MOEPT is mainly EGP-type at the CEFR A2 level. This is completely inconsistent with what the academy expected when the MOEPT system was first built. The military academy belongs to the academic system of universities. Under the policy of the Ministry of Education, undergraduate students in Taiwan are expected to have CEFR B2 level English proficiency, because TCEEC has already set JHSL and SHSL word lists as the lexical thresholds for English curricula in junior and senior high school, respectively. In other words, students who complete the senior high school (K12) are expected to have acquired the TCEEC word list (\(N\) = 6480) and be able to learn more academic-oriented or CEFR B2 level words in their future higher education [43]. However, the researcher discovered current MOEPT included only 405 word types (760 tokens) that may be categorized as higher CEFR B2 level words (i.e., other EGP words). Moreover, these words accounted for only 7.75% of word types and 2.51% tokens of the target corpus (see Table 2). This information serves as an important warning call in the future update and development of the MOEPT test bank. The lexical difficulty tendency should not remain at the CEFR A2 level. On the contrary, it should be \begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Word Classification Criteria** & \begin{tabular}{c} **Word** \\ **Types** \\ \end{tabular} & \begin{tabular}{c} **Word Types** \\ **Proportions** \\ \end{tabular} & \
\begin{tabular}{c} **Tokens** \\ \end{tabular} &
\begin{tabular}{c} **Lexical** \\ **Coverage** \\ \end{tabular} \\ \hline CEFR A2 level words & 2557 & 48.91\% & 22,589 & 74.46\% \\ CEFR B1 level words & 1937 & 37.05\% & 5914 & 19.49\% \\ Other EGP words & 405 & 7.75\% & 760 & 2.51\% \\ Name & 186 & 3.56\% & 683 & 2.25\% \\ Country/Location & 109 & 2.08\% & 308 & 1.02\% \\ Military & 27 & 0.52\% & 70 & 0.23\% \\ Medical & 7 & 0.13\% & 12 & 0.04\% \\ \hline Total & 5228 & 100\% & 30,336 & 100\% \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Lexical composition of the target corpus (removing the function words). improved to the CEFR B2 level. Once the lexical difficulty level is enhanced, the difficulty of MOEPT will also be enhanced, as prior research studies have reported that vocabulary knowledge is considered as a good predictor of EPT [11; 15; 20; 26; 29; 30; 31]. From the perspective of English for a specific purpose (ESP), the growing emphasis is on including ESP in curricula to improve the English performance of each professional field in EFL countries (e.g., [36; 44]). [PERSON] [45] mentioned that ESP is a pedagogical approach that provides EFL learners with language skills for specific professional and academic purposes. The cadets will face military exchanges between Taiwan and the U.S. after graduating from the academy. Their English proficiency and communication capabilities will be involved in English for military purposes. As for other ESP cases, military English embraces uncommon terminologies, slang, and lexical bundle usages [33]. The academy's English curricula must also play an important role in teaching military English. However, the results show that there were even fewer military-oriented words than other ESP categories. There were only 27 word types (70 tokens) that can be categorized as military-purpose words. Moreover, these words accounted for only 0.52% of word types and 0.23% of tokens of the target corpus (see Table 2). In order to enhance MOEPT's practicality in future real-word military English contexts, the researcher suggests that military-oriented words should be embedded into MOEPT to increase military-purpose dialogues and military related articles for making cadets better understand real-word situations and make MOEPT more aligned with cadets' future careers.