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DIFA TESDevawongse Varopakarn Institute of Foreign Affairs,Ministry of Foreign Affairs
X--'*•<>- - '
Devawongse Varopakarn Institute of Foreign Affairs (DVIFA)
The Ministry of Foreign Affairs (MFA) ha:and testing of personnel since 1962.responsibilities widened from in-service tother Thai government agencies, theelevated to that of Institute of Foreign A
In 2006, His Majesty the King graciouslyMinistry to include the name of His RoyaVaropakarn, who served as Thai Foreign1923) and is remembered as the Pathname of the Institute.
The Institute's work is continuously expantraining offered and testing services pro
been involved in the trainingAs the scope of the unit's
raining to include officials fromtatus of the original unit wasfairs.
granted permission for theHighness Prince Devawongse
Minister for 38 years (1885-er of Thai Diplomacy, in the
ding in terms of the variety ofided.
Training
Training is focused on the study of diplomacy and foreign affairs aswell as the development of language and communication skills. Apartfrom MFA personnel, the DVIFA providesprogrammes to meet the training needs of both Thai and foreigndiplomats, civil servants, college students and the general public.Training takes the form of programmespresentations, seminars and workshops.
Testing Services
The DVIFA started its English languagethen the average number of test takers
regular as well as customised
and courses, lectures,
esting services in 2002. Sincehas increased steadily each
year. We expect this rising trend to cont nue.
Upon request, the DVIFA also assists ac encies, through its languagetesting services, in administering speaking tests for high levelrecruitment processes.
For the past five years, the testing unit has been working on thedevelopment of a new English language test, which is known as theDIFA TES. The new test will replace tlpe practical and academicversions of the DTEC Test in 2015.
Devawongse V aropakarn Institute of Foreign Affairs
Frequently Asked Questions
Why do we need a new test?
The widely known DTEC Test was first launched in 1992 under theformer Department of Technical and Economic Cooperation (DTEC).Over the years, it has provided a reliable and transparent way toassess the linguistic ability of those who:
wanted to apply for scholarships,overseasapplied for overseas postingsapplied for specific governnhent projects (e.g. HighPerformance Project and Potential
training and / or study visits
• were seeking promotion• wished to receive the English language pay increment
The DTEC test was developed in accordance with the knowledge of
Civil Servants Project)
language testing available in the 1990sstudy, research has since expandedconsiderably. Therefore, to better reflect current thinking onassessment, the decision was taken to develop a new test to replacethe DTEC test. The new test is known as the Devawongse VaropakarnInstitute of Foreign Affairs Test of English Skills or DIFA TES.
However, as in all fields ofthat body of knowledge
Why did the Devawongse Varopakarrundertake the development of the new
Institute of Foreign Affairs{test?
As part of the bureaucratic reforms in 20C2, the former Department ofTechnical and Economic Cooperation (DTEC) became part of theMinistry of Foreign Affairs (MFA) and was renamed the ThailandInternational Development Cooperation Agency (TICA). At the sametime, the mandates of DVIFA and TICA were reviewed to avoidoverlap in the services provided.
The mission of TICA has been to administer and implement Thailand'sdevelopment cooperation programmes in developing countries. TheDVIFA has focused on the training andgovernment officials in diplomacy, foreign affairs, foreign languages
testing of Thai and foreign
Devawongse Varopakarn Institute of Foreign Affairs
and communication skills to facilitatecountries. It prepares individuals fromoverseas; and through the administratthe information needed by T1CA foscholarship candidates. It is thereforeundertake the development of the new
Who developed the DIFA TES?
The development of the DIFA TES wasteam of test developers with a full-timeteam was trained and supervised by athrough all stages of test development.
What are the main differences betwDIFA TES?
Firstly, the new DIFA TES targets four skillsspeaking) to better reflect current linguipopulation. All test takers must takecomponents of the DIFA TES; eligibilitycomponents is dependent on perfornlistening tests.
Speaking
Secondly, authentic texts and soundfileslistening components of the DIFA TES.
Thirdly, new test methods have been inlistening tests. These include:
• Matching (reading and listening)• Short Answers (reading and listenin• True/False and Justification (readin
Devawongse V
heir work in their respectivearious agencies for postings
un of the DTEC Test providesthe selection of overseas
he responsibility of DVIFA toDIFA TES.
arried out by an MFA basedMFA based coordinator. Then international testing expert
sen the DTEC Test and the
eading, listening, writing andic needs of the targeted testthe reading and listening
or the writing and speakingance on the reading and
are used in the reading and
oduced in the reading and
only)
opakarn institute of Foreign Affairs
Fourthly, the assessment of language in use (knowledge of grammar,vocabulary and syntax) is no longer tested explicitly but as part of the
r Ireading and listening tests. This area oftested in the writing and speaking compc nents.
Test takers are advised to look at the scimple tasks provided on the
anguage knowledge is also
website in order to familiarise themselve 5 with the new test methodsand to study the writing and speaking scjales to understand how theirperformances will be assessed.
How much does the DIFA TES cost?
Reading and Listening
Writing to be confirmed
Speaking to be confirmed
olid?How long do the test results remain valid?
Test results remain valid for 2 years. This means that test takers do nothave to wait until they are applyingdevelopment activity but can take tie DIFA TES at any of thescheduled test administrations and bank
for a specific professional
their results for use within the2 year period. This will allow candidates tb plan ahead.
Can candidates retake all or parts of he exam?
Retakes are possible for both the compulsory (reading and listening)and optional (writing and speaking) modules of the test.
Compulsory Tests
The reading and listening tests are compulsory for all test takers andare taken on the same day. After taking the tests:
theirif the test taker is satisfied withCEFR level they have been awardedtest scores
ir performance in terms of the, they can keep both the
Devawongse Varopakarn Institute of Foreign Affa rs
• if the test taker does not acperformance on either of these tesre-take both the tests
Optional Tests
Only test takers who score B2 level in btests will be invited to take the writing aare optional. The test taker may chooneither of the tests.
After taking one or both of the tests:
• if the test taker takes one or bothperformance in terms of the Cawarded, they can keep the test
• if the test taker takes one or both tedesired level of performance onretake the test(s) after 6 months
sts and is satisfied with their:R level they have been
sdore(s)ts but does not achieve thefher of the tests, they can
How do we know the test provides vali
All the test materials were trialled ondifferent ministries and agencies. Datacollected and analysed. Based on these
1. banked for future use2. revised for future trials3. dropped
In the case of the reading and listeningout a comparability study between testDTEC Test and the DIFA TES as bothfocused on the receptive skills. The cconfirmed that there were no significantperformances.
Devawongse Va
eve the desired level of, they must wait 6 months to
th the reading and listeningd speaking tests. These tests
to do both, only one or
and reliable test scores?
olunteers from a range ofevery item and task was
al results, the tasks were:
sts, it was possible to carrykers' performances on the
jsts had components thatmparability study findingsfferences in the test takers'
pakarn Institute of Foreign Affairs
How transparent was the process of test
Stakeholders from a wide range oforganisations. were invited to participat
development?
ministries, agencies andi in stakeholder meetings
throughout the task development stags. During these meetings,participants were provided with information about the:
o procedures followed in the dej/elopment of the testso trial procedures usedo validity and reliability estimated of the test scores
A total of four stakeholder meetings werd organized, one for each ofthe four skills. Stakeholders had the opportunity to:
o look at some sample taskso examine test taker performanceso ask questionso provide feedback
Devawongse Varopakarn Institute of Foreign Affairs
Overview of the Re ading Test
Content
There are 5 tasks in the reading test booklet. For each task, the testtaker will read an authentic text and ans/ver between 6 and 10 items.The reading tasks will vary in terms of cifficulty from intermediate toadvanced, and cover a wide range of cienerai topics. There will be aminimum of 35 and a maximum of 40 questions per test.
Task Types and Length
The reading test targets the test takers' ability to:
• identify the gist of a text I. identify specific information and important details. understand main ideas and supporting details. infer prepositional meaning• deduce the meaning of unknown words
may be used:The following methods of testing reading
• multiple choice• short answers• matching• true/false with justification• sequencing
Multiple Choice
In this test method test takers are required to complete a number ofquestions or statements based on thewith four possible solutions (A, B, C,statement.
Short Answers
text. Test takers are providedor D) for each question or
This test method requires the test taker to answer a number ofquestions or to complete a of sboth cases the answer should be w|ritten in the space providedusing not more than 4 words.
Devawongse f/aropakarn Institute of Foreign Affairs
intences based on the text. In
8
True/False with Justification
This test method requires the test takedecide it the statements that follow taddition, the test taker must providecopying the first four words from the reJustification must be given for both true a
Matching
In this test method a number of phrases Itext and included in a table below tchoose the correct phrase from the tab:text.
Sequencing
In this test method a number of eveparaphrased and listed in random ordertest taker is required to read the text aorder in which they took place. This is ncin which they appear in the text.
As the multiple choice test method is vejryand justifications will focus on the lesssequencing, matching, short answer and
You can find out more about the samplelinks: http://www.mfa.go.th/dvifa/contensample-reading.htm
Time
Test takers have 90 minutes to complete
Scoring and Results
. Each correct item will receive one• Mistakes of spelling, punctuation
penalized under the short answer n
Uevawongse Varopakarn Institute of Foreign Affair;
to read the text and thene text are true or false. Inhe justification or proof bysvant sentence of the text,nd false answers.
ave been removed from thee text. The test taker mustfor each of the gaps in the
ts from a text have beena table below the text. The
d put these events into the!• necessarily the same order
familiar, the samples tasksamiliar methods of testing:rue/false with justifications.
eading task by following thiss/filemanager/files/difatest/
ie 5 tasks in the test.
oint.and grammar will not beethod.
Under the true/false with justification method it is necessary toidentify correctly whether the statement is true or false and toprovide the justification in order to get one point. No half pointswill be given.The total number of points a test taker achieves after
completing all 5 tasks will then be converted to a result whichwill be expressed in terms of the Common European Frameworkof Reference (CEFR) proficiency scale. The CEFR describes sixlevels of language proficiency from basic users to independentand proficient users. The knowledge, competencies and skills ofan independent or proficient userofficials wishing to undertake procourses where English is the mediurDIFATES focuses on the following tr~
are relevant to governmentctical training or academicn of instruction. Therefore theree CEFR levels:
o C1, or Proficient User: Advancedo B2, or Independent User: Upper Intermediateo Bl, or Independent User: (intermediate
Thus each test-taker will receive one of these six possible results:
o Clo B2+o B2o B1 +o Blo below Bl
Why use the CEFR? The CEFR is ah internationally recognisedframework of language descriptors thai makes it easy to understandwhat level a test taker is at in terms of peir reading, listening, writingand speaking abilities.
You can find out more about the CEFR iiy following these links:
http://www.coe.int/t/dg4/linguistic/CADREl_EN.asphttp://www.coe.int/t/dg4/eduaction/elp-reg/S<purce/Key_reference/CEFR_EN.pdf
Devawongse yaropakarn Institute of Foreign Aftairs
10
Overview of the Listening Test
Content
tasks. For each task, the test.and answer between 6 and
wice. The sound files will varyadvanced and cover a wide
a minimum of 27 and a
The listening test booklet consists of fourtaker will listen to an authentic sound fil10 items. Each sound file will be playedin terms of difficulty from intermediate torange of general topics. There will bmaximum of 32 items per test.
Task Types and Length
The listening test targets the test takers' qbility to:
• identify the gist• identify specific information and irr portant details. understand main ideas and suppoiting details• infer prepositional meaning
The following methods of testing listening
• multiple choice. short answers• matching
Multiple Choice
In this test method test takers are requinquestions or statements based on theprovided with four possible solutions (A,or statement.
Short Answers
This test method requires the test tatquestions or to complete a number offile. In both cases the answer should beusing not more than 4 words.
Devawongse Varopakam institute of Foreign Atfair
are used:
d to complete a number ofsound file. Test takers are
B, C, or D) for each question
er to answer a number ofsentences based on the sound
written in the space provided
Matching
In this test method there are a numberfile. Each statement has been split intomatch the sentence beginnings wrendings.
As the multiple choice test method is -and justifications will focus on the less fcanswers and matching.
You can find out more about the sarrthis links: http://www.mfa.go.th/dvifa/ccdifatest/sample-listening.htm
Time
The listening test will take about 45 minu
Scoring and Results
• Each correct item will receive one• Spelling, punctuation and gran
of statements about the soundtwo parts. The test taker has toh the appropriate sentence
ery familiar, the samples tasksmiliar methods of testing: short
pie listening task by followingntents/filemanager/files/
es.
penalized under the short answer r lethod.The total number of points a teslconverted to a result expressecEuropean Framework of Reference
Doint.imar mistakes will not be
taker achieves will then bein terms of the Common
(CEFR) proficiency scale.What does this mean? The CEFR describes six levels of languageproficiency from basic users to ndependent and proficientusers. The knowledge, competencies and skills of anindependent or proficient user are relevant to governmentofficials wishing to undertake practical training or academiccourses where English is the mediun of instruction. Therefore theDIFA TES focuses on the following thee CEFR levels:
o Cl, or Proficient User: Apvancedo B2, or Independent User: Upper Intermediateo Bl, or Independent User: In ermediate
Devawongse Vcmpakarn Institute of Foreign Affairs
11
12
Thus each test-taker will receive one
o Clo B2+o B2o B1 +o Blo below Bl
of these six possible results:
Why use the CEFR? The CEFR is anframework of language descriptors thatwhat level a test taker is at in terms of ttand speaking abilities.
You can find out more about the CEFR
http://www.coe Jnt/t/dg4/linguistic/CADREl_EN.http://www.coe.int/t/dg4/eduaction/elp-reg/Soi
internationally recognisedmakes it easy to understandeir reading, listening, writing
following these links:
cjisprce/Key_reference/CEFR_EN.pdf
Devawongse Varopakarn Institute of Foreign Affa 's
Overview of the
Eligibility
Only those who score B2 level in bothwill be invited to take the writing test. Tr
Content
There are two modules in the writing tes
• General trainingo Designed for students hopi
practical training courses a-
• Academico Designed for students hop
postgraduate degree cours
Test takers should check the requiremeapplying for to ensure they register for tr
For both the General Training and Acabe required to complete two tasks. (See
Task Types and Length
The writing test targets different kindstaker is expected to adjust the level of ftask requirements.
Depending on the module taken, testan email, letter, essay, leaflet, brochusuch as: work/employment, educatioaffairs, health and fitness, social issues,trends, travel/holidays, culture and tradi
Devawongse V
Vriting Test
he reading and listening tests5 writing test is optional.
g to join, non-degree level ornstitutions overseas
ng to join undergraduate ors at institutions overseas
ts of the scholarship they are3 correct module.
emic modules, test takers will'able below)
writing behaviour. The testrmality and style to meet the
akers may be asked to write, article or report on topics
business, finance, currentenvironmental issues, current
ons.
13
ropakarn Institute of Foreign Affairs
Fask 1
Task2A
Task2BAW* ' ' ' V ^
Test takers
all test takers
academic module only
general trainingmodule only
email, 1
essay
article,report
Task type
5tter
Number ofwords
200 words
j 300 words
Brochure, leaflet,300 words
You can find out more about the sampl'links: http://www.mfa.go.th/dvifa/contesample-writing.htm
Criteria of assessment
The test taker's level of proficiency isfollowing criteria:
3 writing task by following thisits/filemanager/files/difatest/
assessed according to the
Task fulfilmentOrganisationGrammatical range and accuracyLexical range, accuracy and appropriateness.
For example, the test taker is assessed on
• Meet the task requirements• Organise a text effectively, lin
coherent text using a number of ccparagraphing conventions
• Select and use an appropriatestructures
• Use a range of grammatical structi
Time
Test takers have 90 minutes to complete
Grading and Results
how well s/he is able to:
dug sentences into clear,hesive devices and following
range of vocabulary and
res and functions
he 2 tasks in the test.
14 The result will be expressed in termsFramework of Reference (CEFR) proficierjcysix levels of language proficiency fromand proficient users. The knowledge, c
of the Common Europeanscale. The CEFR describes
basic users to independent)mpetencies and skills of an
Devawongse Varopakarn Institute of Foreign Affairs
independent or proficient user are rewishing to undertake practical trainincEnglish is the medium of instruction. Thethe following three CEFR levels:
o Cl, or Proficient User:o B2, or Independent User:o Bl, or Independent User:
Thus each test-taker will receive one of
o Clo B2+o B2o B1 +o Blo below Bl
Why use the CEFR? The CEFR is aframework of language descriptors thawhat level a test taker is at in terms ofand speaking abilities.
You can find out more about the CEFR b
http://www.coe.int/t/dg4/linguistic/CADREl_ENhttp://www.coe. int/t/dg4/eduaction/elp-reg/So
Devawongse V
vant to government officialsor academic courses wheresfore the DIFA TES focuses on
vdvancedpper Intermediate
ntermediate
six possible results:
internationally recognisedmakes it easy to understandleir reading, listening, writing
following these links:
sprce/Key_reference/CEFR_EN.pdf
15
opakarn Institute ot Foreign Affairs
16
Overview of the Spe aking Test
Eligibility
Only those who score B2 level in both \l be invited to take the speaking test,
Content
e reading and listening testsle speaking test is optional.
There is one speaking test format for all talst takers. Each test is dividedinto three parts.
Task Types and Length
There are many different kinds of speec h acts. Some are preparedwhereas others are spontaneous; for example, some take the form ofa prepared monologue such as a presenare interactive conversations. In additionpurposes - to convey information,
fation or speech while others, speech acts serve differentdescribe events, compare
alternatives, discuss an issue, argue a pq'nt, hypothesise or speculateabout a possible future.
The speaking test targets these different [speech acts with a focus ongeneral topics such as: work, education, business, finance, currentaffairs, health and fitness, social issues, environmental issues, currenttrends, travel, culture and traditions and diet/nutrition.
1I
Parti |Part 2 j
i Parts |
Task Type
Question and AnswerLong Turn
Open Ended Discussior
Length of task3/4 minutes
4/5 minutes] 4 minutes
You can find out more about the sampthis links: http://www.mfa.go.th/dvifa/coptents/filemanager/files/difatest/sample-speaking.htm
Part 1: Question and Answer
• Test takers are required to enter urconversation on familiar topics.
e speaking task by following
Devawongse Varopakarn institute of Foreign Atfaii
prepared into a 3 to 4 minute
• There are two related topics.• Test takers will be asked a mini
topic to which they are expectec
Part 2: Long Turn
• Test takers will be given a task caa familiar topic.
• They are then required to deiivebased on the prompt questions.
• Before speaking, test takers are gi
Part 3: Open Ended Discussion
• Test takers will be given a task con a general topic and a support
• They are then required to enterdiscussion with the interlocutor.
• Test takers are expected to start tthe prompt question.
Criteria of Assessment
The test taker's level of proficiency ifollowing criteria:
num of 2 questions on eachto give short responses.
rd with one prompt questionig picture.unprepared into a 4 minute
e discussion by responding to
Fluency and Coherence(F&C) -speech, connect ideas and stayRange(R) - of both vocabularywell as ability to use different funcAccuracy(A) - pronunciation, intchoice
For example, the test taker is assessed or
• Speak at length on the given topic• Present a clear, well-structured an• Produce an appropriate range
structures and functions (R)• Use vocabulary, grammatical structu• Produce relatively clear pronuncic
d with 3 prompt questions on
a 3 to 4 minute monologue
en 2 minutes to prepare.
assessed according to the
ability to maintain flow ofop topicand grammatical structures as
onsnation, grammar and word
whether s/he can:
(F&CJ
convincing argument (F&C)of vocabulary, grammatical
3S and functions accurately (A)ion and intonation (A)
17
Devawongse V aropakarn Institute of Foreign Affairs
18
Vary intonation and place senterexpress finer shades of meaning (A)
Time
The speaking test takes approximately 15 ninutes (including instructions)
ce stress correctly in order to
Grading and Results
The result will be expressed in termsFramework of Reference (CEFR) proficiersix levels of language proficiency fromand proficient users. The knowledge, c
of the Common Europeancy scale. The CEFR describesbasic users to independent
Dmpetencies and skills of anindependent or proficient user are rele/ant to government officialswishing to undertake practical training :>r academic courses whereEnglish is the medium of instruction. Therefore the DIFA TES focuses onthe following three CEFR levels:
o Cl, or Proficient User:o B2, or Independent User:
A
o Bl, or Independent User: Irtermediate
dvancedIntermediateU uper
Thus each test-taker will receive one of th
o Clo B2+o B2o B1 +o B.Io below Bl
Why use the CEFR? The CEFR is anframework of language descriptors thatwhat level a test taker is at in terms of thand speaking abilities.
pse six possible results:
internationally recognisednakes it easy to understandjir reading, listening, writing
You can find out more about the CEFR by following these links:
http://www.coe.int/t/dg4/linguistic/CADRE1_EN.ahttp://www.coe.int/t/dg4/eduaction/elp-reg/Sou ce/Key_reference/CEFR_EN.pdf
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DIFA TES: Level Descriptors for Certificates
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Can understand demanding and grammatically complex texts on familiar and unfamiliar topics.Has a sophisticated vocabulary, including some specialised items and idiomatic expressions.
The performance reflects some of the B2 characteristics and some of the Cl ones.
Can understand well-structured texts on a wide range of familiar and unfamiliar topics. Has abroad vocabulary, including some less frequently used words.
The performance reflects some of the B1 characteristics and some of the B2 ones.
Can understand straightforward, factual texts on familiar topics. Has a good knowledge of morefrequently used vocabulary.
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Can understand demanding, extended speech on complex topics, both familiar and unfamiliar,even when it is not clearly structured. Has a sophisticated vocabulary, including some examplesof non-standard usage.
The performance reflects some of the B2 characteristics and some of the Cl ones.
Can understand extended speech on familiar and unfamiliar topics as long as it is well-structured and delivered in a standard dialect. Has a broad vocabulary, including some lessfrequently used words.
The performance reflects some of the Bl characteristics and some of the B2 ones.
Can understand straightforward, factual information on familiar topics as long as it is delivered inslow, standard speech.
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Can write clear, well-structured text in which arguments are expanded and supported at length.Can convey precise meaning using a wide range of appropriate vocabulary. Errors are rare.
The performance reflects some of the B2 characteristics and some of the C1 ones.
Can write well-structured text that presents a reasonably cfear argument. Has a good rangevocabulary. Errors occur but do not hinder communication.
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The performance reflects some of the B1 characteristics and some of the B2 ones.
Can write simple, connected text on familiar topics. Has difficulty expressing more complexideas accurately.
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Can speak clearly and fluently. Speech is well-structured. Uses a sophisticated vocabulary,including some specialised items and idiomatic expressions. Errors are rare.
The performance reflects some of the B2 characteristics and some of the Cl ones.
Speech is clear and well-structured way but with some hesitation. Has a good range ofvocabulary. Errors occur but do not hinder communication.
The performance reflects some of the Bl characteristics and some of the B2 ones.
Can maintain a conversation on familiar topics despite frequent pauses and somemispronunciation. Errors are noticeable.
DIFA TES : Test Dates and
DIFA TES
(Skill)Test Date
App
From
January 2016
Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 6 Jan. 2016
Wed. 13 Jan. 2016
Wed. 20 Jan. 2016
Wed. 27 Jan. 2016
15 Nov. 201
22 Nov. 201
29 Nov. 201
6 Dec. 201
February 2016
Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 3 Feb. 2016
Wed.10 Feb. 2016
Wed.17 Feb. 2016
Wed.24 Feb. 2016
13 Dec. 201
20 Dec. 201
27 Dec. 201
3 Jan. 2016
March 2016
Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 2 Mar. 2016
Wed. 9 Mar. 2016
Wed. 16 Mar. 2016
Wed.23 Mar. 2016
10 Jan. 2016
17 Jan. 2016
24 Jan. 2016
31 Mar. 2016
April 2016
Reading - Listening
Reading - Listening
Writing*
Speaking*
Thu. 7 Apr. 2016 15 Feb. 2016
Songkran Day
Wed.20 Apr. 2016
Wed.27Apr.2016
28 Feb. 2016
6 Mar. 2016
May 2016
Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 4 May 201 6
Wed. 11 May 20 16
Wed. 18 May 20 16
Wed.25May2016
13 Mar. 2016
20 Mar. 2016
27 Mar. 2016
3 Apr. 2016
June 2016
Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 1 Jun. 2016
Wed. 8Jun. 2016
Wed.15Jun.201 6
Wed.22Jun.2016
10 Apr. 2016
17 Apr. 2016
24 Apr. 2016
1 May 201 6
)eadlines2016
;ation Period
To
29 Dec. 2015
5 Jan. 2016
12 Jan. 2016
19 Jan. 2016
26 Jan. 2016
2 Feb. 2016
9 Feb. 2016
16 Feb. 2016
23 Feb. 2016
1 Mar. 2016
8 Mar. 2016
15 Mar. 2016
30 Mar. 2016
12 Apr. 2016
19 Apr. 2016
26 Apr. 2016
3 May 201 6
10 May 2016
17 May 201 6
24 May 20 16
31 May 201 6
7 Jun. 2016
14 Jun. 2016
Remark
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DIFA TES
(Skill)Test Date
Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 6 Jul.2016
Wed.13 Jul.2016
Thu. 21 Jul.2016
Wed.27 Jul.2016
Appli(
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ation Period
15 May 201 6
22 May 201 6
30 May 20 16
5Jun. 2016
August 201 6 -,- .'/ 1 ' :; ,££
Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 3 Aug. 2016
Wed. 10 Aug. 2016
Wed. 17 Aug. 2016
Wed.24 Aug. 2016
12Jun. 2016
19Jun. 2016
26Jun.2016
3 Jul.2016
September 201 6'* ' "' , ^'"'Zv-S^SF''-4 Y^M* i j , i ' *" * -»i -f^ %f^ i. «•> -#1?
Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 7 Sep. 2016
Wed. 14 Sep. 2016
Wed. 21 Sep. 2016
Wed. 28 Sep 201 6
17 Jul.2016
24 Jul.2016
31 Jul.2016
7 Aug. 201 6
October '2016~ - j -^ " ^ \" i^f^i
Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 5 Oct. 2016
Wed. 12 Oct. 2016
Wed. 19 Oct. 2016
Wed. 26 Oct. 2016
14 Aug. 201 6
21 Aug. 2016
28 Aug. 2016
4 Sep. 2016
To
28Jun. 2016
5 Jul.2016
13 Jul.2016
19 Jul.2016~ t . , ,„•
26 Jul.2016
2 Aug. 201 6
9 Aug. 201 6
16 Aug. 2016
'. Tl&l -1
30 Aug. 201 6
6 Sep. 201 6
13 Sep. 201 6
20 Sep. 2016
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Reading - Listening
Reading - Listening
Writing*
Speaking*
Wed. 2 Nov. 2016
Wed. 9 Nov. 2016
Wed. 16 Nov. 2016
Wed.23 Nov. 2016
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Reading - Listening
Reading - Listening
Writing*
Speaking*
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Wed. 7 Dec. 2016
Wed.14 Dec. 2016
Wed.21 Dec. 2016
Wed.28Dec. 2016
11 Sep. 2016
18 Sep. 2016
25 Sep. 201 6
2 Oct. 2016
9 Oct. 2016
16Oct2016
23 Oct. 2016
30 Oct. 2016
Reading use Listening flEh-JUfltJSSmJ B2 Htur
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27 Sep. 2016
4 Oct. 2016
11 Oct. 2016
18 Oct. 2016
25 Oct. 2016
1 Nov. 2016
8 Nov. 201 6
15 Nov. 2016
22 Nov. 201 6
29 Nov. 201 6
6 Dec. 2016
13 Dec. 2016
Remark
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