1 |
NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement
|
|
|
|
In: TESOL in Context (2022)
|
|
BASE
|
|
Show details
|
|
2 |
Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
|
|
|
|
In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
|
|
BASE
|
|
Show details
|
|
3 |
Certification, enseignement supérieur, recherche et innovation : mon CLES en 180 secondes
|
|
|
|
In: XXVIIIe Congrès RANACLES - (Dis)continuité des apprentissages en langues ; https://hal.univ-lille.fr/hal-03536510 ; XXVIIIe Congrès RANACLES - (Dis)continuité des apprentissages en langues, Annick Rivens Mompean, Centre de langues de l'université de Lille (CLIL), Nov 2021, Villeneuve d'Ascq, France ; https://ranacles2021.sciencesconf.org/ (2021)
|
|
BASE
|
|
Show details
|
|
4 |
Washback Effects of Diagnostic Assessment in Greek as an SL: Primary School Teachers’ Perceptions in Cyprus
|
|
|
|
In: Languages; Volume 6; Issue 4; Pages: 195 (2021)
|
|
BASE
|
|
Show details
|
|
5 |
WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY
|
|
|
|
In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 1-9 (2021) (2021)
|
|
BASE
|
|
Show details
|
|
6 |
Avaliação de tarefa oral em língua adicional : uma proposta de tarefa e critérios de avaliação em uma escola particular
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Living with IELTS: the stories of IELTS test candidates
|
|
Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020
|
|
BASE
|
|
Show details
|
|
8 |
Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Exploring the Alignment of the Secondary School Certificate English Examination with Curriculum and Classroom Instruction: a Washback Study in Bangladesh
|
|
|
|
BASE
|
|
Show details
|
|
10 |
A Case Study of VIP TOEFL Speaking Teachers
|
|
|
|
In: Creative Components (2018)
|
|
BASE
|
|
Show details
|
|
11 |
Washback of English national exams at ninth-grade level in Thailand and Indonesia
|
|
|
|
In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 167-176 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
12 |
Washback effects of speaking assessment of teaching English in Sri Lankan schools
|
|
|
|
BASE
|
|
Show details
|
|
13 |
The Washback Effects of an English Exit Exam on Teachers and Learners in a Korean University English Program
|
|
|
|
Abstract:
Studies have shown that language tests can and often do have powerful influences on teaching, learning, and the creation and dissemination of educational materials, such as textbooks, in addition to the formation and implementation of language education policies (Au, 2007; Alderson & Wall, 1993; Bailey, 1996, 1999; Cheng, 2008). While the literature provides evidence for this influence, collectively described as ‘impact’, or more specifically, ‘washback’, the form and intensity in which it occurs differ greatly across contexts, due to the dynamic and complex nature of washback phenomena. This case study investigated the washback effects of an English language speaking test, the GMATE (General Multimedia Assisted Test of English), used as an exit examination in a large university in Seoul, South Korea. Developed from the Washback Hypotheses (Alderson & Wall, 1993, p.120-121), there were two main research questions answered through this study: 1) What are the perceived washback effects of the GMATE on teachers’ teaching? 2) What are the perceived washback effects of the GMATE on students’ studying? To answer these and related sub-questions, a mixed-methods approach was taken, including questionnaires, interviews, and classroom observations. This provided a clear picture of what was occurring in this particular context, while offering a voice to the 459 students and 17 teachers who participated in the study. The findings of this study showed that the GMATE indeed had washback effects on the teachers and student participants, and that these effects varied depending on students’ proficiency level, year in school, and term of study. Furthermore, these results supported the notion that washback is highly contextual (Cheng et al., 2014; Cheng, Sun, & Ma, 2015; Cheng, Watanabe, & Curtis, 2004), as this thesis highlighted the importance of bearing in mind sociocultural factors that may contribute to washback effects in this and other unique research contexts.
|
|
Keyword:
critical applied linguistics; TESOL; testing; washback
|
|
URL: http://hdl.handle.net/10871/31599
|
|
BASE
|
|
Hide details
|
|
14 |
Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Washback analysis of students’ perception and teachers’ teaching material of English national examination 2017
|
|
|
|
In: ELT Forum: Journal of English Language Teaching, Vol 6, Iss 1, Pp 92-101 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
16 |
Reading for a test: the effect of high-stakes exams on reading strategies
|
|
|
|
In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 2, 2017 (Ejemplar dedicado a: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas), pags. 103-115 (2017)
|
|
BASE
|
|
Show details
|
|
17 |
WASHBACK AND MULTIMODALITY IN THE BRAZILIAN NATIONAL EXAM OF UPPER SECONDARY EDUCATION (ENEM): ANALYSES OF ITEMS IN ENGLISH AND SPANISH
|
|
|
|
In: Signum: Estudos da Linguagem, Vol 20, Iss 1, Pp 136-166 (2017) (2017)
|
|
BASE
|
|
Show details
|
|
19 |
The Washback of the TOEFL iBT in Vietnam
|
|
|
|
In: Australian Journal of Teacher Education (2016)
|
|
BASE
|
|
Show details
|
|
20 |
Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland
|
|
|
|
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
|
|
BASE
|
|
Show details
|
|
|
|