This research aims to determine the extent to which students’ English proficiency levels improve over the course of the program as measured by the British Council EnglishScore (BCES), and to evaluate the effect size of the observed change in test scores. The study employed a pre-experimental, one-group pretest-posttest design. English proficiency score was assessed through pre- and post-tests using the BCES platform. The pretest and posttest scores were analyzed using descriptive and inferential statistics. A paired samples t-test was conducted to determine statistical significance, and Cohen's d was calculated to assess the effect size of the intervention. The findings demonstrate a statistically significant improvement in students’ EnglishScore performance following the intervention. However, the effect size indicates that the gain was modest. While students showed progress on average, the improvement was not dramatic, suggesting that the impact of the short-term intervention was limited. These results highlight the importance of sustained instructional design and the need for realistic expectations when implementing short-term English language programs. Future research should consider longer-term interventions, incorporate control groups for comparison, and include qualitative data to better understand learners' experiences and engagement with digital proficiency assessments.

This study investigates higher education students’ perceptions and experiences with the British Council EnglishScore (BCES) test as part of their graduation requirements. To achieve this objective, a descriptive quantitative approach was employed, incorporating case study analysis. Data were collected through an online questionnaire, interviews, and observations. The questionnaire data were analyzed quantitatively using SPSS for simple percentage analysis.The findings revealed that 84.6% of participants had no prior experience learning English outside the classroom, and 68.1% had not taken any English proficiency test. However, 47.3% of students strongly agreed with using BCES as a graduation requirement. Regarding BCES as an e-application for assessing English proficiency, 40.7% of participants felt comfortable using it, and 44% strongly agreed that the language used in the test reflects real-life usage. Additionally, 46.2% of participants felt ready to take the test, 39.6% felt challenged, and 45.1% felt focused. Furthermore, 39.6% strongly agreed that BCES motivated them to read more English material.Future studies could explore the impact of BCES on students' language proficiency and overall academic performance.