MAJLIS PEPERIKSAAN MALAYSIA
(MALAYSIAN EXAMINATIONS COUNCIL)

MALAYSIAN UNIVERSITY

ENGLISH TEST (MUET)

800

REGULATIONS AND

TEST SPECIFICATIONS

The information in this booklet which includes MUET-CEFR aligned test

specifications applies to the Session 1 2021 and thereafter until further notice.

Asus_User

Typewritten text

(KEMASKINI : 27 JANUARI 2021)
ii

ISBN 978-983-2321-69-9

© Malaysian Examinations Council 2019

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or

transmitted in any form or by any means, electronic, mechanical, photocopied, recorded or

otherwise without prior permission in writing to the Chief Executive,

Malaysian Examinations Council.

MALAYSIAN EXAMINATIONS COUNCIL

PERSIARAN 1

BANDAR BARU SELAYANG

68100 BATU CAVES

SELANGOR DARUL EHSAN

MALAYSIA

Telephone: 03-6126 1600

Facsimile: 03-6136 1488

Email: ceo@mpm.edu.my

Portal: www.mpm.edu.my

Font texts: Times New Roman

Font size: 11 Point
i

THE NATIONAL EDUCATION PHILOSOPHY

Education in Malaysia is an on-going effort to develop the full potential

of individuals in a holistic and integrated manner, in order to produce individuals

who are intellectually, spiritually, emotionally and physically balanced and

harmonious, based on a belief in and devotion to God. Such efforts are designed to

produce Malaysian citizens who are knowledgeable and competent, who possess

high moral standards, and who are responsible and capable of achieving a high level

of personal well-being in addition to being able to contribute to the improvement of

the family, society and the nation at large.
ii

FOREWORD

The Malaysian Examinations Council, which was established under Act 225 (the Malaysian

Examinations Council Act 1980) is a statutory body under the Malaysian Ministry of

Education. The Malaysian Examinations Council is managed by a board of governors which

consists of vice-chancellors from local universities (in accordance with Section 6 of the

University and University Colleges Act 1971 and Section 1A of the University of Technology

MARA Act 1976), the Chief Secretary of the Ministry of Education, the Director General of

Education, the Director of Examinations of the Malaysian Examinations Syndicate, the Chief

Executive of the Malaysian Examinations Council, and five other members appointed by His

Majesty the Yang di-Pertuan Agong. The Chairman of the Council is also appointed by His

Majesty the Yang di-Pertuan Agong from amongst the vice-chancellors of local universities.

The Malaysian Examinations Council has been responsible for the Sijil Tinggi Persekolahan

Malaysia (STPM) (the Malaysian Higher School Certificate) examination since 1982. This

examination replaced the Higher School Certificate examination conducted by the University

of Cambridge Local Examinations Syndicate in collaboration with the University of Malaya.

Since 1999, the Malaysian Examinations Council has also been responsible for the Malaysian

University English Test (MUET). MUET is conducted three times a year, and can be taken by

local and foreign students who intend to pursue first degree studies in public and private

universities in Malaysia.

The present revision of the MUET syllabus is the second since 1999, and has been undertaken

in order to ensure that MUET retains its position in testing English proficiency. The changes

in the test specification involving Listening, Speaking, Reading and Writing have been made

in order to align MUET with the Common European Framework of Reference (CEFR).

I would like to take this opportunity to thank the members of the MUET Syllabus Committee

for their contributions. I also wish to thank all the institutions that have allowed their students

to participate for the purpose of verifying and validating this test instrument.

Finally, I hope that the revised MUET will have a positive impact on the perceptions

of students, the enthusiasm of teachers and the support of the public at large with regard to the

teaching and learning of English.

Chief Executive

Malaysian Examinations Council
iii

CONTENTS

Page

Introduction  1

General Regulations  1 – 10

MUET Test Specifications

1.0 General Description of MUET 11 – 12

2.0  General Description of the Listening Test 13 – 20

3.0  General Description of the Speaking Test 21 – 29

4.0  General Description of the Reading Test 30 – 36

5.0  General Description of the Writing Test 37 – 42

References 43

Panel of Writers 44 – 45
1

INTRODUCTION

English has always played an important role in the Malaysian education system, and this continuing

role is reflected in the revision of the Malaysian University English Test (MUET).

The objective of MUET is to measure the English language proficiency of candidates who intend

to pursue first degree studies in order to help institutions make better decisions about the readiness

of prospective students for academic coursework, and about their ability to use and understand

English in different contexts in the environment of higher education. It is hoped that the MUET tests

can also be used to measure the English proficiency of adult learners of English, including teachers

and others who need to use English in the workplace in the context of education. MUET tests all four

language skills, Listening, Speaking, Reading and Writing, and assesses candidates’ level of

proficiency using aggregated scores ranging from 1 to 360, which correspond to Bands from 1 to 5+.

A results certificate is given to all candidates who complete all four components of the test.

This booklet contains test specifications giving details of each component of MUET. Having been

aligned to the CEFR, the specifications make explicit the skills students need to develop to improve

their English proficiency, and to make their academic study at tertiary level more effective. This

booklet may also be used as a guide to the MUET tests for independent learners and instructors.

GENERAL REGULATIONS

1   Test Dates

1.1 MUET is administered three times a year, and the sessions are named MUET Session 1,

MUET Session 2 and MUET Session 3. The Malaysian Examinations Council (MEC) also

administers MUET on Demand (MoD). Candidates are advised to refer to the MEC portal

and official social media accounts for further information on MoD.

1.2 The Listening, Reading and Writing tests are taken on the same day, but the Speaking test is

taken at times spread over a duration of two weeks. In the special cases of MoD, all four

components are taken on the same day, depending on the number of candidates and subject

to the availability of rooms for the Speaking test.

1.3 Candidates can obtain information about their test dates using the MUET registration slip

(MUET/D), which can be downloaded from the MEC portal http://www.mpm.edu.my.

2 Test Centres

State Education Departments choose the test centres, taking into account the towns in which

candidates wish to take the test.

3   Registration

3.1 Registration for MUET and MoD can be made online through the MEC portal.

3.2 Candidates from public and private schools and institutions can register for MUET through

their schools or institutions.

3.3  Private individual candidates can register for MUET online through the MEC portal.

3.4 Dates for registration will be advertised by the MEC in local newspapers and the MEC

portal.
2

3.5 It is the responsibility of candidates registering online to ensure that their particulars are

entered correctly.

3.6  Registration fees can be paid via credit card, internet banking or by purchasing a Malaysian

Examinations Council PIN (MEC PIN) from Bank Simpanan Nasional (BSN). Candidates

are advised to consult the MEC portal for further information on registration and payment.

3.7  Candidates can check their registration status through the MEC portal.

4   Test Fees

4.1 The MUET and MoD test fees for Malaysian and non-Malaysian candidates are as follows:

Test Type
Test Fee

Malaysian  Non-Malaysian

MUET RM150.00 RM350.00

MoD RM350.00 RM550.00

Note:

(a) Test fees for Malaysian candidates will be imposed starting from MUET Session 1, 2022. Test fees for 2021 will be

using the current fees, RM100 (MUET) or RM250 (MoD).

(b) Test fees for foreign candidates will be imposed starting from MUET Session 1, 2021

4.2 Candidates are advised to pay the test fee in full before taking the test.

4.3 The MEC reserves the right to withhold the results of candidates who have not paid the test

fee in full.

4.4 The MEC PIN can be used once for the specified session only.

5   Changes of Test Centre

5.1  Candidates who wish to change their test centre must apply through their respective State

Education Departments not later than two weeks after the MUET/D is uploaded to the MEC

portal.

5.2 An administrative fee of RM40.00 will be charged for MUET, and RM50.00 for MoD

6   Withdrawal from the Test

Test fees will not normally be refunded in the case of candidates who withdraw from the test.

However, a refund of RM90.00 (MUET) or RM230.00 (MoD) will be paid to Malaysian

candidates and RM230.00 (MUET) or RM330.00 (MoD) will be paid to non-Malaysian

candidates in the following cases:

(a) Candidates who suffer from long-term illnesses

(A copy of the medical certificate from a Government Medical Officer must be submitted.)

(b) Candidates who have passed away

(A copy of the death certificate must be submitted by the next of kin or a representative.)

(c)   Candidates who have been offered a place to study at any public institution of higher learning.

(A copy of the offer letter from the institutions must be submitted.)

(d) Candidates who withdraw from the test

(A refund of the basic fee will only be made after the administration of the test is completed.)
3

7   Postponing the Test

7.1 Candidates who wish to postpone taking the test must apply in writing for permission from

the MEC before the date of the test, stating reasons supported by evidence.

7.2  The MEC may at its own discretion approve the postponement of the test.

7.3 Candidates who wish to sit for the test at another session must pay the basic fee.

8   Contagious Diseases

Candidates suffering from contagious diseases are not normally permitted to take the test. If

permitted, the candidates will take the test in a separate room.

9   Arrangements for Specific Needs

9.1 Applications for specific arrangements are allowed for:

(a) candidates adversely affected by illness or other misfortunes, and

(b) candidates with special needs.

9.2 Applications must be made using specific forms which can be obtained during online

registration.

9.3 The MEC will not consider cases which are not reported before the date of the test.

10  Materials provided by Candidates

10.1 Candidates are required to write their answers using a pen or ball-point pen in black or blue

ink, except in the case of multiple-choice tests for which only BB or 2B pencils are to be

used.

10.2 Candidates are required to bring their own pencils, erasers and other equipment.

11  MUET Results

11.1 The MUET results are presented in the form of a certificate which is issued through the

State Education Department.

11.2 Candidates from public and private schools and institutions collect their results from their

schools or institutions.

11.3 Private individual candidates receive their results from the MEC by post.

11.4 Candidates who have lost their certificates can apply to the MEC for a copy, for which a fee

of RM60.00 will be charged.

11.5 Results will also be made available on the MEC portal and via SMS.
4

12 Barred from Tests and Disqualification of Results

12.1 If the MEC is satisfied that a candidate has been involved in; (a) any breach of regulations

or caution issued for this test, or (b) in any irregularity, misconduct or dishonesty

whatsoever in connection with the test or any of the papers, the MEC may at its sole

discretion bar the candidate from the test and refuse the candidate further admission thereto,

cancel the candidate’s result, and refuse entry as a candidate to subsequent tests.

12.2 If the MEC is satisfied that breaches of regulation or caution or any irregularity, misconduct

or dishonesty whatsoever in connection with the test have been widespread at any centre, or

that the circumstances in which the test is held at any centre are unsatisfactory, the MEC

may at its sole discretion cancel the entire test or the test results at that centre in relation to

all the candidates at that centre.

13  Test Results Enquiries

Candidates can make enquiries of their results within one week of the release of the results.

Information pertaining to the enquiries and fees can be obtained from the MEC portal.

14   Answer Scripts

All answer scripts remain the property of the MEC.

15 Conditions of Test Registration

There is no entry requirement to sit for the MUET tests.

16 Validity of MUET Results

The validity period for MUET results are as follows:

(a) Those released before 2009 are valid until 18 July 2013.

(b) Those released since 2009 are valid for five years from the date of the release of the results.

17 Test Components

The test has four components, Listening, Speaking, Reading and Writing. The duration and

weighting of the components are as follows:

Paper Code Paper Duration Weighting

800/1 Listening 50 minutes 25%

800/2 Speaking 30 minutes 25%

800/3 Reading 75 minutes 25%

800/4 Writing 75 minutes 25%
5

18 Test Scores

Test scores are reported as follows:

Test Component Maximum Score Score Obtained

LISTENING 90

SPEAKING 90

READING 90

WRITING 90

AGGREGATED SCORE 360

Band Achieved

19   Alignment of Aggregated Scores with the CEFR Global Scale: Common Reference Levels

*Adapted from Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Companion

Volume with New Descriptors. Strasboug Cedex: Council of Europe.

Note: Candidates are required to attempt all four components to obtain an overall band score. No

certificate will be awarded to candidates who fail to attempt all four components.

AGGREGATED

SCORE
BAND

CEFR

LEVEL
USER

*THE CEFR GLOBAL SCALE:

COMMON REFERENCE LEVELS

331 – 360 5+   C1+

Proficient

Can understand a wide range of demanding, longer texts, and

recognise implicit meaning. Can express him/herself

fluently and spontaneously without much obvious searching

for expressions. Can use language flexibly and effectively

for social, academic and professional purposes. Can produce

clear, well-structured, detailed text on complex subjects,

showing controlled use of organisational patterns,

connectors and cohesive devices.

294 – 330 5.0 C1

258 –293 4.5

B2

Independent

Can understand the main ideas of complex text on both

concrete and abstract topics, including technical discussions

in his/her field of specialisation. Can interact with a degree

of fluency and spontaneity that makes regular interaction

with native speakers quite possible without strain for either

party. Can produce clear, detailed text on a wide range of

subjects and explain a viewpoint on a topical issue giving

the advantages and disadvantages of various options.

211 –257 4.0

164 – 210 3.5

B1

Can understand the main points of clear standard input on

familiar matters regularly encountered in work, school,

leisure, etc. Can deal with most situations likely to arise

whilst travelling in an area where the language is

spoken.  Can produce simple connected text on topics which

are familiar, or of personal interest. Can describe

experiences and events, dreams, hopes and ambitions and

briefly give reasons and explanations for opinions and plans.

123 – 163 3.0

82 – 122 2.5

A2 Basic

Can understand sentences and frequently used expressions

related to areas of most immediate relevance (e.g. very basic

personal and family information, shopping, local geography,

employment). Can communicate in simple and routine tasks

requiring a simple and direct exchange of information on

familiar and routine matters.  Can describe in simple terms

aspects of his/her background, immediate environment and

matters in areas of immediate need.

36 – 81 2.0

1 – 35 1.0
6

20  Band Descriptors by Skill

BAND

DESCRIPTOR

Listening
Speaking

Reading Writing
Production  Interaction

5+

No descriptors available –
see Band 5

Can present a clear, smoothly-

flowing description or

argument in a style appropriate

to the context and with an

effective logical structure

which helps the recipient to

notice and remember

significant points

 Can take part

effortlessly in any

conversation or

discussion and

demonstrates good

familiarity with

idiomatic

expressions and

colloquialisms

 Can express

themselves fluently

and convey finer

shades of meaning

precisely

 When faced with

a problem can

backtrack and

restructure around

the difficulty so

smoothly that other

people are hardly

aware of it

No descriptors

available – see Band 5

 Can write complex

texts clearly and

smoothly with a

high degree of

accuracy and in an

appropriate and

effective style

 Can use structure in

a logical and orderly

manner which helps

the reader to find

significant points

 Can highlight the

relevant salient

issues, expand and

support points of

view at length with

relevant points,

reasons and

examples, and

complete the text

with appropriate

conclusion
7

BAND

DESCRIPTOR

Listening

Speaking

Reading
   Writing

Production Interaction

5

• Can understand extended

speech even when it is not

clearly structured, and

when relationships are only

implied and not signalled

explicitly

• Can understand television

programmes and films

without too much effort

Can present clear, detailed

descriptions of complex

subjects, integrating sub themes,

developing particular points and

rounding off with an appropriate

conclusion

• Can express

themselves fluently

and spontaneously

without much

obvious searching

for expressions

• Can use language

flexibly and

effectively for social

and professional

purposes

• Can formulate ideas

and opinions with

precision and relate

their contribution

skillfully to those

of other speakers

• Can understand long

and complex factual

and literary texts,

appreciating

distinctions of style

• Can understand

specialised articles

and longer technical

instructions, even

when they do not

relate to their field

• Can write clear,

well-structured and

mostly accurate texts

on complex subjects

• Can highlight the

relevant salient

issues, expand and

support points of

view at some length

with subsidiary

points, reasons and

relevant examples,

and complete the text

with an appropriate

conclusion
8

BAND

DESCRIPTOR

Listening

Speaking

Reading
   Writing

Production Interaction

4

• Can understand extended

speech and lectures and

follow even complex lines

of argument, provided the

topic is reasonably familiar

• Can understand most

television news and

programmes on current

affairs and most films in the

standard form of English

• Can present clear, detailed

descriptions on a wide range

of subjects related to their

field of interest

• Can explain a viewpoint on a

topical issue giving the

advantages and disadvantages

of different options

• Can interact with a

degree of fluency and

spontaneity that

makes regular

interaction with

native speakers quite

possible

• Can take an active

part in discussion in

familiar contexts,

accounting for and

sustaining their views

• Can read texts

concerned with

contemporary

problems in which

the writers adopt

particular stances or

viewpoints

• Can understand

contemporary

literary prose

• Can write clear,

detailed formal or

informal texts on

a range of subjects

• Can make a

distinction between

formal and informal

language with

occasional less

appropriate

expressions

3

• Can understand the main

points of clear standard

speech on familiar matters

regularly encountered in

school, leisure, and work

• Can understand the main

point of many radio or

television programmes on

current affairs or topics of

personal or professional

interest when the delivery

is relatively slow and clear

• Can connect phrases in a

simple way in order to

describe experiences and

events, dreams, hopes and

ambitions

• Can briefly give reasons and

explanations for opinions and

plans, and describe reactions

• Can deal with most

situations likely to

arise while travelling

in an area where the

language is spoken

• Can enter unprepared

into conversation on

topics that are

familiar, of personal

interest or relevant to

everyday life

• Can understand texts

consisting mainly of

high frequency

everyday or job-

related language

• Can understand

descriptions of

events, feelings and

wishes in personal

letters

• Can write

straightforward

responses on familiar

topics. The written

texts are

understandable but

occasional unclear

expressions or

inconsistencies may

cause difficulties for

the reader
9

BAND

DESCRIPTOR

Listening

Speaking

Reading
   Writing

Production Interaction

2

• Can understand phrases and

high frequency vocabulary

related to areas of most

immediate personal

relevance

• Can catch the main point in

short, clear, simple

messages and

announcements

• Can use a series of phrases

and sentences to describe in

simple terms everyday

activities and experiences

• Can communicate in

simple and routine

tasks requiring a

simple and direct

exchange of

information on

familiar topics and

activities

• Can handle very

short social

exchanges, even

though they cannot

usually understand

enough to keep the

conversation going

• Can read very short,

simple texts

• Can find specific,

predictable

information in

simple everyday

material such as

advertisements,

prospectuses, menus

and timetables, and

can understand short

simple personal

letters

• Can write sequences

of simple phrases

and sentences, linked

by means of simple

connectors. Longer

written texts may

contain expressions

and problems of

coherence which

make the text

difficult to

understand
10

BAND

DESCRIPTOR

Listening

Speaking

Reading
   Writing

Production Interaction

1

• Can recognise familiar

words and very basic

phrases concerning

themselves, their family,

and immediate concrete

surroundings when people

speak slowly and clearly

No descriptors available – see Band 2 • Can understand

familiar names,

words and very

simple sentences,

for example on

notices and posters

or in catalogues

• Can write simple

isolated phrases and

sentences. Longer

texts may contain

expressions and

problems of

coherence which

make the text very

difficult or

impossible to

understand

(Adapted from Council of Europe. (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment, Companion Volume

with New Descriptors. Strasbourg Cedex: Council of Europe.
11

MUET TEST SPECIFICATIONS

1. GENERAL DESCRIPTION OF MUET

MUET is a test of English proficiency for admission to higher education, measuring the ability

of test takers to listen, speak, read, and write English in real situations in the education context.

The test covers English as used in both formal and informal environments including:

(a) more formal academic work (e.g. lectures, classroom readings, assignments, class

presentations, group discussions, etc.),

(b) less formal non-academic contexts encountered

• on campus (e.g. written texts and spoken discourse, including announcements,

notices, advertisements and casual socialising with other students and lecturers, etc.),

and

• off-campus (e.g. emails, phone calls, etc.).

There are four test components, namely Listening, Speaking, Reading and Writing, all of which

test takers must complete to obtain a score. Detailed information on each component is provided

later in this document. The Listening, Speaking, Reading and Writing tests use a range of task

types. The items for Listening and Reading are designed to assess the ability to understand

English, and Writing and Speaking tasks are designed to assess the ability to use English in

specific communicative contexts. The tasks set are of the kind students are expected to perform

while at university in formal and informal contexts, and the content is tailored to the

requirements of the purpose of the communication. In this regard, the MUET tests are intended

to help institutions make better decisions not only about the readiness of prospective students for

academic coursework, but also about their ability to use and understand English in different

contexts in the environment of higher education.

The MUET tests adopt a communicative approach to language testing, focusing not so much on

grammatical knowledge per se (Bachman, 1990; see also Bachman & Palmer, 1996), but rather

on communicative language ability, which comprises knowledge or competences, and the

capacity to use and understand knowledge appropriately in a specific situational context of

communication. The constructs measured are the communicative language skills required to take

part in acts of communication as receiver or producer, which means that test items or tasks

“must involve the test taker in functions other than simply demonstrating his knowledge of the

language." (Bachman, 1990).

When creating an item or a task, it is important to consider authenticity and what the task is

designed to elicit. The test task should be ‘situationally authentic’, and contains as far as

possible some key features of the real-life task (see e.g. ALTE, 2011).

A Speaking or Writing task can be made ‘interactionally authentic’ in the following ways:

• using situations and tasks which are likely to be familiar and relevant to the test taker at the

target CEFR level,

• making clear the purpose of carrying out a particular task with the intended audience,

• providing appropriate contextualisation, and

• specifying clear criteria for success in completing the task (ALTE, 2011, p. 12).
12

A test item or task should elicit sufficient appropriate English for a judgement to be made

about the communicative ability of test takers to understand and use English. The aim of the

Speaking and Writing tests is to elicit and assess test takers’ abilities to accomplish particular

tasks or task types in acts of communication in which English is essential. In the Listening and

Reading tests, test takers are exposed to English in a receptive manner. They meet Bachman

and Palmer’s definition of a ‘nonreciprocal’ language use situation in which no feedback is

provided, and there is no interaction between language users (Alderson, 2000). This is

appropriate for the assessment of some basic skills which are of importance in an academic

context.

The tasks and items are designed according to linguistic, sociolinguistic and pragmatic

competences which constitute knowledge of English and the ability to use it (see Council

of Europe, 2017, pp. 13-14). Linguistic competence refers to knowledge of the language system,

including word formation and vocabulary, pronunciation and sentence formation. Sociolinguistic

competence refers to knowledge of language use, with the emphasis on appropriateness of

communicative acts and the naturalness of speech in given socio-cultural contexts. Pragmatic

competence is concerned with the functional use of language, and the rules of cohesion (the

linking of utterances) and coherence (the logical sequencing of ideas). It also includes knowing

how to use socially appropriate communicative acts in discourse, and how to make meaningful

inferences from what has been said or written.
13

2. GENERAL DESCRIPTION OF THE LISTENING TEST

The primary purpose of the MUET Listening test is to assess the ability of test takers to understand

spoken discourse in the higher education context, covering both monologues and dialogues.

Subject/topic knowledge: Subjects are related to and typical of the academic and educational

environment. They typically involve familiar and unfamiliar topics in different academic areas that a

non-specialist would be able to understand including, but not limited to, people and culture,

financial awareness and consumerism, science and technology, health and environment, and

education.

Background/cultural knowledge: The test tasks are intended to be accessible to test takers, so that

they will be able to draw on their knowledge or understanding of real world settings to respond to

them.

Linguistic knowledge: This is concerned with language as a system which includes phonological,

syntactic and lexical knowledge with lexical items ranging from general to discipline-specific of a

non-technical nature. Linguistic knowledge also includes the pragmatic and sociolinguistic aspects

of language use. The former refers to the functional use of language and knowledge of discourse,

cohesion and coherence, and text types. The latter is concerned with the knowledge of sociocultural

rules of language use, namely knowing how to use and respond to language appropriately.

Processing: This is based on Geranpayeh and Taylor’s (2013) model of cognitive processing which

includes input decoding, lexical search, syntactic parsing, meaning construction and discourse

construction. Meaning construction is characterised by relating the meaning of clauses and sentences

to context, and discourse construction is characterised by relating what has been said so far to the

overall meaning of the message. Meaning is constructed at word, phrase, sentence and discourse

level in order to understand gist, specific information, details, and main ideas, and to deduce

meaning.
14

TEST OVERVIEW

Duration: Approximately 50 minutes. Test takers will listen to each text twice.

Table 1: Structure of the Listening Test

Test Part Text Type Text Length Question Type
Number of

Questions

Part 1

Dialogue

600 to 650 words

Multiple Choice Questions

(MCQs - 3 options)

7 (A2-B1)

Part 2

Monologue

600 to 650 words

MCQs - 3 options

7 (B1-B2)

Part 3

Monologue

(3 speakers)

350 to 400 words

Multiple matching -

5 options

3 (B2)

Part 4

Dialogue

650 to 700 words

MCQs - 3 options

7 (B2)

Part 5 Short dialogue

250 to 300 words

per dialogue

MCQs - 3 options

6 (B2-C1)

Total 30
15

TASK SPECIFICATION

CEFR level:  Between A2 and B1

Table 2: Part 1 – Text 1, Questions 1 to 7

Task format

A dialogue followed by 7 MCQs. Each MCQ has 3 options.

Duration

Approximately 10 minutes

Standard rubrics

The task comes with the following standard rubrics:

“Listen to a conversation/interview…

As you listen, choose the correct answer for questions 1 to 7.

Indicate your answers on the answer sheet.”

Word count

600 to 650 words

Listener-Speaker

Relationship

The speakers are named and their roles are specified.

Test focus

Each item may test some of the following skills:

• understanding simple phrases and expressions

• identifying general and specific information

• understanding main ideas made in clear standard speech on familiar matters

Response

For each question, choose option A, B or C, and indicate the answers on the

answer sheet.
16

CEFR level:  Between B1 and B2

Table 3: Part 2 – Text 2, Questions 8 to 14

Task format

A monologue followed by 7 MCQs. Each MCQ has 3 options.

Duration

Approximately 10 minutes

Standard rubrics

The task comes with the following standard rubrics:

“Listen to a talk/briefing/lecture…

As you listen, choose the correct answer for questions 8 to14.

Indicate your answers on the answer sheet.”

Word count

600 to 650 words

Listener-Speaker

Relationship

The speakers are named and their roles are specified.

Test focus

Each item may test some of the following skills:

• understanding simple phrases and expressions

• identifying general and specific information

• understanding main ideas made in clear standard speech on familiar matters

• understanding main ideas in linguistically complex speech

• understanding familiar and unfamiliar topics

• following extended speech and complex lines of argument on reasonably

familiar topics

Response

For each question, choose option A, B or C, and indicate the answers on the

answer sheet.
17

CEFR level:  B2

Table 4: Part 3 – Text 3, Questions 15 to 17

Task format

Monologue spoken by 3 different speakers on the same topic. This is followed by

3 questions to be matched with 5 given options.

Duration

Approximately 6 minutes

Standard rubrics

The task comes with the following standard rubrics:

“Listen to three people; (name of the people), talking about…

For questions 15 to 17, choose from the list A to E...

Use the letters only once. There are two extra options which you do not need to

use.

Indicate your answers on the answer sheet.”

Word count

The 3 texts should be of approximately similar length, and amount to 350 to 400

words in total.

Listener-Speaker

Relationship

The speakers are named and their roles are specified.

Test focus

Each item may test some of the following skills:

• understanding main ideas in linguistically complex speech

• understanding familiar and unfamiliar topics

• following extended speech and complex lines of argument on reasonably

familiar topics

Response

For each question, choose option A, B, C, D or E, and indicate the answers on the

answer sheet.
18

CEFR level:  B2

Table 5: Part 4 – Text 4, Questions 18 to 24

Task format

A dialogue followed by 7 MCQs. Each MCQ has 3 options.

Duration

Approximately 10 minutes

Standard rubrics

The task comes with the following standard rubrics:

“Listen to a conversation/discussion about...

As you listen, choose the correct answer for questions 18 to 24.

Indicate your answers on the answer sheet.”

Word count

650 to 700 words

Listener-Speaker

Relationship

The speakers are named and their roles are specified.

Test focus

Each item may test some of the following skills:

• understanding main ideas in linguistically complex speech

• understanding familiar and unfamiliar topics

• following extended speech and complex lines of argument on reasonably

familiar topics

Response

For each question, choose option A, B or C, and indicate the answers on the

answer sheet.
19

CEFR level:  Between B2 and C1

Table 6: Part 5 – Texts 5 to 7, Questions 25 to 30 .

Task format

Three unrelated dialogues each of which is followed by 2 MCQs. Each MCQ

has 3 options.

Dialogue 1 – Questions 25 and 26

Dialogue 2 – Questions 27 and 28

Dialogue 3 – Questions 29 and 30

Duration

Approximately 3 minutes (60 seconds per dialogue)

Standard rubrics

The task comes with the following standard rubrics:

“Listen to a conversation between… talking about…

As you listen, choose the correct answer for questions 25 and 26 / 27 and 28 /

29 and 30.

Indicate your answers on the answer sheet.”

Word count

The 3 texts should be of approximately similar length, and each text consists of

250 to 300 words.

Listener-Speaker

Relationship

The speakers are named and their roles are specified.

Test focus

Each item may test some of the following skills:

• understanding main ideas in linguistically complex speech

• understanding familiar and unfamiliar topics

• following extended speech and complex lines of argument on reasonably

familiar topics

• following extended speech on abstract and complex topics outside field of

study, and confirming occasional details

• following less structured implied messages in extended speech

• understanding idiomatic expressions, colloquialisms and variation in

language use

Response

For each question, choose option A, B or C, and indicate the answers on the

answer sheet.
20

ASSEMBLY SPECIFICATION

The Listening test consists of 5 parts, and includes 7 listening texts with a total of 30 questions

(Table 1: Structure of the Listening test).

DELIVERY SPECIFICATION

Approximately 50 minutes is given for the Listening test.
21

3. GENERAL DESCRIPTION OF THE SPEAKING TEST

The primary purpose of the MUET Speaking test is to assess the ability of test takers to give an

oral presentation of ideas individually, and to interact in small groups in both more formal and

less formal academic contexts.

Subject/topic knowledge: The test progresses from familiar topics within the test takers’ personal

experience to more abstract topics in a range of fields and interest areas that may be encountered

in late secondary/early tertiary education contexts. Possible areas include but are not limited to

people and culture, financial awareness and consumerism, science and technology, health and

environment, and education. In the case of the more abstract topics, the test is limited to covering

familiar and unfamiliar topics in different academic areas that a non-specialist would be able to

talk about.

Background/cultural knowledge: The test tasks are intended to be accessible to test takers, so that

they will be able to draw on their knowledge or understanding of real world settings to respond to

them.

Linguistic knowledge:

This refers to language as a system which includes the following:

• Accuracy: Using grammatically correct language; using correct pronunciation, stress and

intonation

• Range: Using varied sentence structures

• Fluency: Speaking with confidence and without unnecessary/undue hesitation

It also includes the pragmatic and sociolinguistic aspects of language use. The former refers to the

functional use of language and knowledge of discourse, cohesion and coherence, and text types.

The latter is concerned with the knowledge of sociocultural rules of language use which includes

using language appropriate for the intended purpose and audience, using varied vocabulary and

expressions, and observing conventions appropriate to a specific situation.
22

TEST OVERVIEW

Table 7: Structure of the Speaking Test

Test Part Task Type Timing

Part 1

Individual presentation based on a written prompt

2 minutes to prepare

2 minutes to present

Part 2

Group discussion based on a written question and five

prompts in the form of a mind map

3 minutes to prepare

8 to 12 minutes

to discuss

PART 1 – INDIVIDUAL PRESENTATION

CEFR level: Between B1 and B2

PROMPT ATTRIBUTES

Type of stimulus

Textual stimulus, in the form of a brief statement on the topic, followed by an

aspect of the topic for each test taker to talk about.

Standard rubrics

Each task comes with the following standard rubrics:

“

• You have 2 minutes to prepare.

• You have 2 minutes to talk

…                                                      ”

“You have to give a presentation to ... Talk about …”

Word count

Excluding the standard rubrics, the statement of the topic (the situation)

is made in two or three sentences, and the prompt for each test taker consists

of no more than 10 words starting with “Talk about …”

Speaking Context

Individual presentation to group members

Language Functions

Each task should elicit some of the following functions:

• expressing opinions

• giving reasons

• elaborating

• justifying

• summarising

• concluding
23

TASK SPECIFICATION

Group Size

While the speaking test is conducted in groups of two to four, test takers

respond to Part 1 individually.

Time allowed

2 minutes to prepare, and 2 minutes to present.

Topic

The topics for Part 1 and for Part 2 are related. However, Part 1 is written so

that test takers can speak more generally and draw from personal experience

if desired.

Examiners

Two examiners are present during the test. One examiner will give the

instructions to the task (see Appendix A).

Materials

An examiner guide (see Appendix A) is provided which details what the

examiner will say during the speaking test as well as the written input for

candidates.

Test takers have their own task sheets providing the standard rubrics and

information on what they should talk about. They will be asked to talk about

different aspects of the topic.

RESPONSE ATTRIBUTES

Length of response

Test takers are expected to speak for up to 2 minutes.

Mode

Oral presentation

Register

The expected register is somewhat formal. Production relates mostly to

concrete matters.

Level of response

Task may result in speech ranging from A2 to B2.
24

PART 2 – GROUP DISCUSSION

CEFR level: B2

PROMPT ATTRIBUTES

Type of stimulus

Visual and textual stimuli, in the form of a brief statement about the topic, and

a mind map containing ideas for discussion.

Standard rubrics

The task comes with the following standard rubrics:

• You have 3 minutes to prepare.

• In your discussion, you may support or oppose the other test takers’ views.

• Some ideas have been provided in the mind map below. You may use these

ideas, or you may also come up with your own ideas.

• At the end of the discussion, try to decide on the best suggestion.

• You have 8 to 12 minutes for the discussion.

Word count

Excluding the standard rubrics, the statement of the topic is made in two or

three sentences. The mind map has one question with five ideas consisting

of one to three words.

Speaking context

Group discussion

Language

Functions

The task should elicit some of the following functions:

• expressing opinions

• giving reasons

• elaborating

• justifying

• inferring

• evaluating

• initiating

• prompting

• negotiating

• turn-taking

• interrupting

• summarising

• concluding
25

TASK SPECIFICATION

Group Size

Part 2 of the test involves a group discussion with a maximum of four

members.

Time allowed

Three minutes to prepare and 8 to 12 minutes to discuss, depending on the size

of the group (see Appendix B).

Topic

The topics for Part 1 and Part 2 are related. However, Part 2 is written so that

test takers have to address the topic at a more abstract and conceptual level,

negotiating their way to answer the question.

Examiners

Two examiners are present during the test. One examiner will give the

instructions to the task (see Appendix A).

Materials

An examiner guide (see Appendix A) is provided giving details of what the

examiner will say during the speaking test as well as the written input to the

candidates.

Test takers will each have a task sheet providing the standard rubrics, and

information on what they should talk about, including the mind map.

RESPONSE ATTRIBUTES

Length of response

Test takers are expected to discuss the topic for 8 to 12 minutes, depending on

the size of the group (see Appendix B).

Mode

Group discussion

Register

The expected register is general academic language, but can vary in terms of

formality. Production should cover more abstract and conceptual matters.

Level of response

The task may result in speech ranging from B1 to C1.
26

ASSEMBLY SPECIFICATION

Part 1 of the Speaking test should have a number of different speaking prompts. Part 1 and 2 are

thematically linked.

DELIVERY SPECIFICATION

The test is administered by two examiners to groups of 2 to 4 test takers. However, only one of the

examiners will give the instructions to the task.
27

Appendix A

Examiner guide  Part 1

Examiner In this part of the test I'm going to give each of you a question.

I’d like you to talk about your question on your own for about 2 minutes.

(Candidates A-D), Here are your questions.

Give task sheets 1A-1D to Candidates A-D.

Your questions are all about ways to keep healthy. You now have 2

minutes to prepare your presentation.

All right?

Allow candidates 2 minutes to prepare.

Okay, Candidate A it’s your turn first, talk about the importance of what

and when people eat.

Candidate A

¸1-2 minutes

..........................................................................................................................

Examiner Thank you.  Now, Candidate B, talk about the importance of exercise.

Candidate B

¸1-2 minutes

..........................................................................................................................

Examiner Thank you.  Now, Candidate C, talk about the importance of seeing the

doctor regularly.

Candidate C

¸1-2 minutes

..........................................................................................................................

Examiner

Thank you.  Now, Candidate D, talk about the importance of getting

enough rest.

Candidate D

¸1-2 minutes

..........................................................................................................................

Examiner Thank you.  Can I have the task sheets, please? Turn the task sheet over.
28

Examiner guide  Part 2

Examiner Tell candidates to look at Part 2.

Now, in this part of the test you’re going to discuss for about 8 to 12 minutes

about how healthcare can best be improved.

In your discussion, you may support or oppose the other candidates’ views.

You may use the ideas in the mind map or come up with your own ideas.

At the end of the discussion, try to decide on the best suggestion.

You now have 3 minutes to prepare.

All right?

Allow candidates 3 minutes to prepare.

Now, discuss how healthcare can best be improved.

Candidates A-D

¸8-12 minutes

............................................................................................................................

Note: Should the need arise, the examiners may wish to use the following

prompts to encourage contributions and further discussion:

• What do you think?

• Do you agree?

• And you?

Examiner Thank you.
29

Appendix B

Group Formation Guide and Time Given for Group Discussion

Number of Test Takers Group Formation Number of groups

20 4+4+4+4+4 5

19 4+4+4+4+3 5

18 4+4+4+3+3 5

17 4+4+3+3+3 5

16 4+4+4+4 4

15 4+4+4+3 4

14 4+4+3+3 4

13 4+3+3+3 4

12 4+4+4 3

11 4+4+3 3

10 4+3+3 3

9 3+3+3 3

8 4+4 2

7 4+3 2

6 3+3 2

5 3+2 2

4 4 1

3 3 1

2 2 1

Group Size Time Given for Discussion

4 8 - 12 minutes

3 6 - 10 minutes

2 4 - 8 minutes
30

4. GENERAL DESCRIPTION OF THE READING TEST

The primary purpose of the MUET Reading test is to assess the ability of test takers to understand

reading texts in the higher education context, covering both more formal and less formal text

types.

Subject/topic knowledge: Subjects are related to and typical of the academic and educational

environment. Both familiar and unfamiliar topics in different academic areas that a non-specialist

would be able to understand including but not limited to people and culture, financial awareness

and consumerism, science and technology, environment and health, and education.

Background/cultural knowledge: The test tasks are intended to be accessible to test takers, so that

they will be able to draw on their knowledge or understanding of real world settings.

Linguistic knowledge: This is concerned with language as a system such as grammatical,

syntactic and lexical knowledge with lexical items ranging from general to discipline-specific

of a non-technical nature. It also includes the pragmatic and sociolinguistic aspects of language

use. The former refers to the functional use of language and knowledge of discourse, cohesion

and coherence, and text types. The latter is concerned with the knowledge of sociocultural rules of

language use, namely how situational factors (e.g. time, setting, age, gender, etc.) affect the

language used.

Processing:  Based on Khalifa and Weir’s (2009) model of cognitive processing in reading, the

elements are visual input, word recognition, lexical access, syntactic parsing, establishing

propositional meaning at clause and sentence levels, inferencing, building a mental model,

creating a text level representation, and creating an intertextual representation. The reading skills

tested are the following: identifying specific information, identifying main ideas and supporting

details, inferencing, identifying details and examples from sources to support an argument,

distinguishing facts from opinions, interpreting text for the author’s intention, attitudes and style,

identifying the purpose of a paragraph or text, recognising the text structure of the whole text,

categorising similarities and differences across texts, identifying cause and effect relationships,

predicting outcomes, summarising, comparing and evaluating information in different texts.
31

TEST OVERVIEW

Duration: 75 minutes

Overall text length: each part of the test has a word count range, but the total word count for the whole

test is between 3300 and 4150.

Table 8: Overview of the Reading Test with Text Length and Question Type

Test Part Text Length Question Type
Number of

Questions

Part 1

Three short texts of the

same text type,

thematically linked,

amounting to a total of 100

to 150 words

Multiple matching

Three texts preceded by 4

multiple matching questions

4

Parts 2 and 3

Two texts each of 300 to

450 words

MCQs - 3 options

10

Part 4

Two independent texts

based on the same theme

(not necessarily of the

same text type) amounting

to a total of 700 to 800

words

Two MCQs based on Text 1,

two MCQs based on Text 2,

and two MCQs comparing

the two texts

(3 options)

6

Part 5

One text of 500 to 600

words

A gapped text with 6 missing

sentences

(7 options)

6

Parts 6 and 7

Two texts of 700 to 900

words each

MCQs - 4 options

14

TOTAL 40
32

TASK SPECIFICATION

CEFR level: Between A2 and C1

Table 9: Part 1 – Multiple Matching

Task format

Four questions to be matched to three short adapted authentic texts. The four

questions follow on from the same stem. Texts are linked by theme and text

type.

Standard rubrics

The task comes with the following standard rubrics:

Part 1

“Read three (text type) about X.

Answer questions 1 to 4 based on the (text type) about X  (A to C).”

Questions should follow on from a same stem,

e.g.  “Which house ….?”

Word count

The three texts are of similar length: Total of 100 to 150 words.

Test focus

Each task tests the following:

Reading multiple texts for specific factual information.

Text type

Three short simple texts including advertisements (flyers, brochures),

announcements, notices, short official documents, signs, labels, directories,

prospectuses, menus, and timetables, linked by theme and text type

Response

For each question, choose which text, A, B or C, as the answer and indicate

the answer on the answer sheet.
33

Table 10: Parts 2 and 3 – Multiple choice

Task format

Texts followed by 5 MCQs. Each MCQ has 3 options.

Standard rubrics

The task comes with the following standard rubrics:

Part 2

“ Read (text type).

Answer questions 5 to 9 based on the (text type).”

Part 3

“Read (text type).

Answer questions 10 to 14 based on the (text type).”

Word count

The texts are of similar length: 300 to 450 words.

Test focus

The task tests some of the following:

• reading for main ideas and supporting details

• inferencing

• identifying details and examples to support an argument

• predicting outcomes

Text type

Straightforward factual texts such as short stories, light magazines/newspaper

articles, blogs, biographies, emails, informal letters, and formal letters (e.g. Letter

to the Editor, letter of complaint, job application letter)

Response

For each question, choose from options A, B or C as the correct answer, and

indicate your answer on the answer sheet.
34

Table 11: Part 4 – Multiple choice

Task format

Two thematically linked texts followed by 6 MCQs. Each MCQ has 3 options.

Questions 15 and 16 refer to the first text, questions 17 and 18 refer to the second

text, questions 19 and 20 refer to both texts.

Standard rubrics

The task comes with the following standard rubrics:

Part 4

“Read two (reviews about…)

Answer questions 15 and 16 based on Review 1.

Answer questions 17 and 18 based on Review 2.

Answer questions 19 and 20 based on Review 1 and Review 2.”

Word count

The texts are of similar length: Total of 700 to 800 words.

Test focus

The task tests some of the following:

• understanding the main idea and supporting details, and gist

• understanding text organisation features

• deducing meaning from context

• distinguishing facts and opinions

• interpreting text for author’s intention, attitudes and style

• comparing and evaluating information in different texts

Text type

Long and complex texts such as specialist magazine articles, reviews, feature

articles, formal letters, research bulletins, and discussion forums

Response

For each question, choose from options A, B or C as the correct answer, and

indicate your answer on the answer sheet.
35

Table 12: Part 5 – Gapped text

Task format

A text in which six sentences have been removed. This is followed by seven

sentences (A to G), to be selected to fill each gap. There is one sentence

which is not needed.

Standard rubrics

Each task comes with the following standard rubrics:

Part 5

“Read (an article about…)

Six sentences have been removed from the article.

Choose from the sentences A to G the one which fits each gap (21 to 26).

There is one extra sentence which you do not need to use.”

Word count

Text length: 500 to 600 words including the removed sentences

Test focus

Each task tests some of the following:

• identifying the purpose of a paragraph or text

• recognising the text structure of the whole text

• identifying cause and effect relationships in a text

Text type

Long and complex texts such as specialist magazine articles, reviews, feature

articles, and research bulletins

Response

For each question, choose the correct sentences from options A to G, which

fits each gap, and indicate the options on the answer sheet.
36

Table 13: Parts 6 and 7 – Multiple choice

Task format

A text followed by 7 MCQs. Each MCQ has 4 options.

Standard rubrics

The task comes with the following standard rubrics:

Part 6

“Read (an article on…)”

“Answer questions 27 to 33 based on the article.”

Part 7

“Answer questions 34 to 40 based on the article.”

Word count

The texts are of similar length: 700 to 900 words.

Test focus

Test takers are required to deal with a relatively extensive and complex text.

The task tests some of the following:

• recognising text content features (detail, opinion, emotions, attitude,

writer's purpose, main idea and implication)

• recognising text organisation features (exemplification, comparison and

reference)

Text type

Lengthy complex texts such as specialist magazine articles, textbooks,

reviews, reports, journal articles, research bulletins, professional publications,

and literary writing

Response

For each question, choose from options A, B, C, or D as the correct answer,

and indicate your answer on the answer sheet.

ASSEMBLY SPECIFICATION

The Reading test consists of 7 parts, and includes 10 texts and 40 questions.

DELIVERY SPECIFICATION

A total time of 75 minutes is given for the Reading test.
37

5. GENERAL DESCRIPTION OF THE WRITING TEST

The primary purpose of the MUET Writing test is to assess the ability of test takers

to communicate in writing in the context of higher education, covering both more formal and less

formal writing genres.

Subject/topic knowledge: In the case of the less formal writing task, the test is limited

to situations and subjects relating to and typical of the academic and educational environment. In

the case of the more formal writing task, the test is limited to familiar and unfamiliar topics in

different academic areas that a non-specialist would be able to write about.

Background/cultural knowledge: The test tasks are intended to be accessible to test takers, so that

they will be able to draw on their knowledge or understanding of real world settings to respond to

them.

Linguistic knowledge: This is restricted to the writing knowledge factors such as “organisational

knowledge” which includes vocabulary, morphology, grammar, syntax, spelling, cohesion, and

rhetorical organisation and “pragmatic knowledge” which includes functions, dialect, register,

naturalness, cultural references, and figures of speech (Bachman & Palmer, 2010).

Processing: Drawing from Kellogg (1994), Field (2004), and Shaw and Weir (2007), processing

includes the following:

• macro-planning (gathering ideas, genre, target readership),

• organisation (ordering ideas, identifying relationships, and central and secondary ideas) and

• micro-planning (focusing on the part of the text that is about to be produced, at two levels: (a)

the goal of the paragraph aligned with the overall goal of the writing activity; (b) within the

paragraph, the immediate need to structure an upcoming sentence in terms of information).
38

TEST OVERVIEW

Duration: 75 minutes

Table 15: Overview of the Writing Test with Text Length and Question Type

Task Stimulus Response Level

Task 1

Letter or email

100−135 words

Letter or email of at least

100 words

The language in the stimulus

should not exceed B1.

Responses may range from A2

to C1.

Task  2

Statement setting out an

idea or a problem in

40−80 words

Essay (discursive,

argumentative, or

a problem-solution)

of at least 250 words

The language in the stimulus

should not exceed B2.

Responses may range from

B1 to C1.
39

PROMPT ATTRIBUTES

Table 16: Task 1 – Guided Writing

Type of stimulus

Textual stimulus in the form of a letter or an email containing three or four

notes, and rubrics contextualising the task.

Standard rubrics

Each task comes with the following standard rubrics:

“You are advised to spend about 25 minutes on this task.”

…

“Using all the notes given, write a reply of at least 100 words in an appropriate

style.”

Word count

Excluding the standard rubrics, the stimulus should contain between 100 and

135 words.

Each note is no longer than 4 words.

Reader-Writer

Relationship

The target reader is an individual who may or may not be personally known to

the writer. The relationship between the reader and writer can range from close

or familiar (e.g. classmate) to distant or unfamiliar (e.g. school official) to

something in between (e.g. lecturer).

Language

Functions

Each task should elicit some of the following functions:

• expressing thanks, apologies, reactions, and preferences

• accepting/declining/rejecting invitations/offers

• making requests

• giving precise information

• describing experiences, feelings, and events

• providing advice, reasons, opinions, and justifications

TASK SPECIFICATION

Time allowed

25 minutes

Presentation

features

The letter or email input and the notes are presented in different fonts. The notes

appear outside the borders of the letter or email.
40

RESPONSE ATTRIBUTES

Length of

response

Test takers are expected to write at least 100 words, although there are no

explicit penalties for shorter or longer responses. Responses will be read as a

whole and marked accordingly.

Text type

A letter or an email

Register

The expected register can vary from informal to formal. Production relates

mostly to concrete matters.

Level of response

The task may result in writing ranging from A2 to C1.
41

PROMPT ATTRIBUTES

Table 17: Task 2 – Extended Writing

Type of stimulus

A textual stimulus, in the form of a few sentences and statements, establishing

the communicative context, the idea or problem for the test takers to respond to,

and the formal genre expected.

Standard rubrics

Each task comes with the following standard rubrics:

“You are advised to spend about 50 minutes on this task.”

…

“Write at least 250 words.”

Word count

The stimulus contains between 40 and 80 words, excluding the standard rubrics.

Reader-Writer

Relationship

The target reader is a general reader or belongs to a group of people

(e.g. a committee) not personally known to the writer.

Language

functions

Each task should elicit some of the following functions:

• discussing ideas and evaluating arguments or solutions to problems

• providing advice, reasons, opinions, and justifications

• giving examples and supporting information

TASK SPECIFICATION

Time allowed

50 minutes

Presentation

features

The task may include information about the target reader, the purpose of writing

and the general context.
42

RESPONSE ATTRIBUTES

Length of

response

Test takers are expected to write at least 250 words, although there will be no

explicit penalties for shorter or longer responses. Responses will be read as a

whole and marked accordingly.

Genre

Test takers are expected to write an essay (discursive, argumentative, or problem-

solution).

Register

The expected register is generally formal language. Production should cover

more abstract and conceptual matters.

Level of

response

The task may result in writing ranging from B1 to C1.

ASSEMBLY SPECIFICATIONS

The Writing test consists of Task 1 and Task 2.

DELIVERY SPECIFICATIONS

The two tasks are presented on separate pages. The total time for the Writing test is 75 minutes.
43

REFERENCES

Studies in Language Testing Series by Cambridge University Press in Publication Order:

Volume 26 Stuart D Shaw and Cyril J Weir (2007) Examining Writing: Research and practice in

assessing second language writing

Volume 29 Hanan Khalifa and Cyril J Weir (2009) Examining Reading: Research and practice in

assessing second language reading

Volume 30 Edited by Lynda Taylor (2009) Examining Speaking: Research and practice in assessing

second language speaking

Volume 33 Edited by Waldermar Martyniuk (2010) Aligning Tests with the CEFR: Reflections on

using the Council of Europe’s draft Manual

Volume 35 Edited by Ardeshir Geranpayeh and Lynda Taylor (2013) Examining Listening: Research

and practice in assessing second language listening

Other references:

Association of Language Testers in Europe (2011). Manual for Language Test Development and

Examining: For use with the CEFR. Strasbourg Cedex: Council of Europe.

Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University

Press.

Bachman, L. & Palmer, A. (1996). Language Testing in Practice: Designing and Developing Useful

Language Test. Oxford: Oxford University Press.

Council of Europe (2018). Common European Framework of Reference for Languages: Learning,

Teaching, Assessment, Companion Volume with New Descriptors. Strasbourg Cedex: Council

of Europe.

Field, J. (2004). Psycholinguistics: The Key Concept. London: Routledge.

Kellogg, R.T. (1994). The Psychology of Writing. New York: Oxford University Press.
44

PANEL OF WRITERS

1 Dr. Zuraidah Mohd Don (Chair), Adjunct Professor

Universiti Pendidikan Sultan Idris (UPSI); Universiti Teknologi Malaysia (UTM)

2 Prof. Madya Fatimah Puteh

Universiti Teknologi Malaysia (UTM)

3 Dr. Abdullah Mohd Nawi

Universiti Teknologi Malaysia (UTM)

4 Prof. Madya Dr. Ting Su Hie

Universiti Malaysia Sarawak (UNIMAS)

5 Prof. Madya Datin Roseleena Mohamed Noor

Universiti Teknologi MARA (UiTM)

6 Prof. Madya Dr. Abdul Halim Abd. Raof

Universiti Teknologi Malaysia (UTM)

7 Prof. Madya Dr. Ahmad Affendi Shabdin

Universiti Utara Malaysia, (UUM)

8 Prof. Madya Dr. Faizah Mohamad

Universiti Teknologi MARA (UiTM)

9 Dr. Teoh Mei Lin

Universiti Malaya (UM)

10 Dr. Wong Fook Fei

Universiti Kebangsaan Malaysia (UKM)

11 Dr. Ida Baizura Bahar

Universiti Putra Malaysia (UPM)

12 Dr. Ramiza Darmi

Universiti Putra Malaysia (UPM)

13 Dr. Nor Liza Haji Ali

Universiti Teknologi Malaysia (UTM)

14 Dr. Chong Seng Tong

Universiti Tenaga Nasional (UNITEN)

15 Dr. Kaarthiyainy Supramaniam

Universiti Teknologi MARA (UiTM)

16 Dr. Noorli Khamis

Universiti Teknikal Malaysia Melaka (UTEM)

17 Afizal @ Mohd Afizal Mohd Aris

Multimedia University Cyberjaya (MMU)

18 Zalina Ismail

Multimedia University Melaka (MMU)
45

19 Thiba A/P Naraina Chetty

Multimedia University Melaka (MMU)

20 Chuah Kee Man

Universiti Malaysia Sarawak (UNIMAS)

21 Mok Mee Yoke

SMK Sultan Sulaiman

22 Divakaran a/l A.P. Kunjan

SMK Tinggi Batu Pahat

23 Nora Mohd Ali

SMK Dr. Burhanuddin Taiping

24 Dr. Rabindra Dev Prasad

Curriculum Development Division, Ministry of Education

25 Alawiah Mohd Hussain

Examinations Syndicate, Ministry of Education

26 Nurain Rosli

Matriculations Division, Ministry of Education

27 Teresa Rose Anak Gilbert Nyaod

Jabatan Pendidikan Negeri Sarawak
MAJLIS PEPERIKSAAN MALAYSIA

PERSIARAN 1, BANDAR BARU SELAYANG

68100 BATU CAVES, SELANGOR

E-mel :   ceo@mpm.edu.my

Tel :   03-61261600

Faks :   03-61361488

Majlis Peperiksaan Malaysia (MPM) merupakan Badan Berkanun

Persekutuan di bawah Kementerian Pendidikan Malaysia.  Ia ditubuhkan

di bawah Akta Parlimen, Akta Majlis Peperiksaan Malaysia 1980

[Akta 225].  MPM merupakan sebuah badan pentaksiran yang diiktiraf

di Malaysia untuk mengelolakan peperiksaan Sijil Tinggi Persekolahan

Malaysia (STPM), ujian Malaysian University English Test (MUET)

mengikut sesi dan mengikut kaedah MUET on Demand (MoD), dan Ujian

Sijil Kecekapan Bahasa Melayu bagi Warganegara Asing (SKBMW).

Sijil STPM telah diiktiraf pada peringkat antarabangsa, dan MPM telah

berkolaborasi dengan Cambridge Assessment, United Kingdom sejak

tahun 1980. Di samping itu, MUET telah disejajarkan dengan The

Common European Framework of Reference for Language (CEFR) dan

diiktiraf serta diterima oleh beberapa  universiti terkemuka di luar negara.
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Microsoft Word - 10 Jul _REGULATIONS AND BAND DESCRIPTORS _FOR PROF ZU (1)-3.docx


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