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NAPLAN implementation: Implications for classroom learning and teaching, with recommendations for improvement
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In: TESOL in Context (2022)
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Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
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In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
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Certification, enseignement supérieur, recherche et innovation : mon CLES en 180 secondes
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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)
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Washback Effects of Diagnostic Assessment in Greek as an SL: Primary School Teachers’ Perceptions in Cyprus
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In: Languages; Volume 6; Issue 4; Pages: 195 (2021)
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WASHBACK AND THE ASSESSMENT PRACTICES OF ESL INSTRUCTORS AT JAPANESE UNIVERSITY
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 1-9 (2021) (2021)
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Avaliação de tarefa oral em língua adicional : uma proposta de tarefa e critérios de avaliação em uma escola particular
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Living with IELTS: the stories of IELTS test candidates
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Yucel, Megan. - : The University of Queensland, School of Languages and Cultures, 2020
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Investigating Academic Literacy Challenges on Undergraduate Programmes: A Focus on Arabic-speaking Students in New Zealand
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Exploring the Alignment of the Secondary School Certificate English Examination with Curriculum and Classroom Instruction: a Washback Study in Bangladesh
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A Case Study of VIP TOEFL Speaking Teachers
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In: Creative Components (2018)
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Washback of English national exams at ninth-grade level in Thailand and Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 1, Pp 167-176 (2018) (2018)
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Abstract:
Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.
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Keyword:
english language teaching and learning; Language. Linguistic theory. Comparative grammar; LC8-6691; ordinary national educational test (o-net); P101-410; Special aspects of education; ujian nasional (un); washback effects
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URL: https://doi.org/10.17509/ijal.v8i1.11478 https://doaj.org/article/2a00cb2d4e3842239459f4c451c6760a
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Washback effects of speaking assessment of teaching English in Sri Lankan schools
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The Washback Effects of an English Exit Exam on Teachers and Learners in a Korean University English Program
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Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests
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Washback analysis of students’ perception and teachers’ teaching material of English national examination 2017
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In: ELT Forum: Journal of English Language Teaching, Vol 6, Iss 1, Pp 92-101 (2017) (2017)
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Reading for a test: the effect of high-stakes exams on reading strategies
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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)
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WASHBACK AND MULTIMODALITY IN THE BRAZILIAN NATIONAL EXAM OF UPPER SECONDARY EDUCATION (ENEM): ANALYSES OF ITEMS IN ENGLISH AND SPANISH
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In: Signum: Estudos da Linguagem, Vol 20, Iss 1, Pp 136-166 (2017) (2017)
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The Washback of the TOEFL iBT in Vietnam
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In: Australian Journal of Teacher Education (2016)
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Student perceptions of predictability of examination requirements and relationship with outcomes in high-stakes tests in Ireland
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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