This paper examines the importance of learner characteristics in relationship to learner performance on ESL tests. It is argued here that test taker characteristics are not included in the design of most ESL tests. Empirical evidence is provided to support the hypothesis that performance on various ESL tests is closely related to test takers' educational and language backgrounds. It is also argued that in order to account for these factors, and thus decrease test bias, the theoretical definition of language proficiency should be modified. Finally, some guidelines to dealing with test taker characteristics are suggested.
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