Two tests were used for measuring language proficiency. One of them is a C-test validated for Hungarian learners of English (Dörnyei & Katona, 1992; see Appendix K), which is the same C-test that was used for measuring language proficiency in a previous study (Albert & Kormos, 2004). Although for my purposes it would have been very useful to measure oral skills with an oral test, the Test of Spoken English (TSE) for example, this was not feasible since the testing of oral skills cannot be performed validly and reliably by one researcher. Since this is a problem with all oral tests, I decided to use a proficiency test that has no compulsory oral component, is widely used, and is relatively easy to evaluate. Therefore, I administered a paper-based Test Of English as a Foreign Language (TOEFL-PBT) practice test (Phillips, 1989) to the participants since I wanted to use a more comprehensive test of language proficiency than the C-test. The TOEFL-PBT consists of three parts: listening comprehension, structure and written expression, and vocabulary and reading comprehension. The test format of the TOEFL-PBT is multiple choice; therefore, it requires a different answering technique and can be expected to tap different aspects of language proficiency than the C-test.