Effects of e-learning and progression requirements on the English proficiency of university students:

The purpose of this study was to build a foundation for Evidence-Based Policy Making (EBPM) by evaluating the effects each educational policy on Global Test English Communication (GTEC) scores, an proficiency test, using data from university students. introduced two measures improve students: implementing test score as requirement progression, and introducing e-learning program, “Microstep Study,” which is based findings implicit memory research that has been shown enable efficient vocabulary acquisition in short period time big data. relationship between measure GTEC scores examined through multilevel analysis 2,193 first-year students who took April December 2020 academic year, excluding missing values. results indicated establishing progression may have contributed improvement students’ proficiency. Further, introduction Microstep Study and, ultimately, their