Title: Bulgarian students’ perceptions of issues and challenges in preparing for the English language maturity exam


Vol. 8(3), 2020, pp. 48-68.

DOI: 10.46687/SILC.2020.v08i03.004


Author: Irina Ivanova

About the author: Associate Professor Irina Ivanova, PhD, is a lecturer in ELT Methodology at the Department of English studies, Konstantin Preslavsky University of Shumen, Bulgaria. She has expertise and extensive experience in pre- and in-service teacher training and supervision, and is involved in teacher certification and professional development. Her research interests and publications are in the area of ELT, teacher training and continuous professional development, academic literacy, assessment and quality assurance.




Author: Gergana Gerova

About the author: Gergana Gerova, PhD is a university lecturer of English in the Department of German Studies at Konstantin Preslavsky University of Shumen, Bulgaria. She has worked as a language teacher and a teacher trainer. She has a PhD in Theory of education and didactics. She teaches English as a foreign language and a methodology course entitled Metacognitive strategies in foreign language learning and teaching for philology students, who opt for teaching qualification. Her major interests are in the fields of EFL methodology, cognitive and educational psychology and media-linguistics.




Citation (APA style): Ivanova, I., & Gerova, G. (2020). Bulgarian students’ perceptions of issues and challenges in preparing for the English language maturity exam. Studies in Linguistics, Culture, and FLT, 8(3), 48-68. doi: 10.46687/SILC.2020.v08i03.004




Abstract: The article looks into issues related to the maturity exam in English on the basis of a survey conducted with Bulgarian students who intended to sit the exam. The scope of investigation includes students’ reasons for choosing the exam, their preparation, and the difficulties they experience in the language areas and skills it covers. The results helped to identify aspects of the exam, which make it students’ preferred choice for a second obligatory school-leaving test. Respondents’ selfevaluation in the skill and knowledge areas resulted in a comprehensive picture of test-takers’ strengths and difficulties, and identified issues, which have to be taken into consideration by teachers and officials responsible for preparing the exam and evaluating its quality.


Key words: maturity exam in English, Bulgarian students, perceptions, challenges, language areas and skills



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