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Can Exams Change How and What Teachers Teach? Investigating the Washback Effect of a University English Language Proficiency Test in the Turkish Context
In: Volume: 4, Issue: 2 155-176 ; 2149-1135 (2018)
Abstract: Learning a foreign language can befrustrating for some people and very enjoyable for some others. Emotions areone of the most important factors in the use of English as a foreign languagelocated in the center of attention of many researchers. One of theemotion-inducing contexts for learning English as a foreign language can be thesetting of an imagined community. Our focus in this study was on the emergenceof emotions, both positive and negative, of three groups of six universitystudents engaged in an English-speaking literature criticism TV program as animagined community. The program encompassed a specific day to discuss a fictionand a final report of the program specified for publication in one of thewell-established literary bulletins. Each member constructed a specificimagined identity in each group as critics, photographers, reporters, andpresenters competing with each other for the final selection of the bestcritique and presentation on the discussion day as well as the publication ofthe best report. A triangulation of data was gathered including an interview,observation, an open-ended questionnaire as well as personal journals whichwere qualitatively analyzed. The results showed the emergence of enjoymentresulting from the constructed imagined identities in the classroom as well asfacilitative negative emotions such as anxiety leading to the consolidation ofthe participants’ imagined affiliations.
Keyword: Integrated language proficiency test,theme-based language proficiency test,washback effect,washback on teaching
URL: http://dergipark.gov.tr/ejal/issue/39348/464094
https://doi.org/10.32601/ejal.464094
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