Aligning curriculum design with proficiency levels in a Chinese language program

Abstract This study evaluates the proficiency progress of Chinese L2 learners in a four-year Chinese language program using the OPI and HSK assessments to explore benchmarks for proficiency-based program design. Findings indicated that students advanced approximately one HSK level per year in reading and listening skills. In speaking, they advanced more than one sub-level per semester; however, their progress slowed significantly upon reaching the ACTFL advanced level. Students completed the program close to HSK level 5 in reading and listening and at the ACTFL advanced-mid level in speaking. A significant correlation between HSK and OPI scores was found, suggesting that both assessments effectively measure language proficiency. The results also confirm strong alignment between the curriculum and the program’s learning objectives in terms of proficiency achievement.