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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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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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| 14 |
Understanding Test Preparation Phenomenon Through Chinese Students' Journey Towards Success on High-Stakes English Language Tests
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Abstract:
Many Chinese students take test preparation courses with an aim to achieve success on English language tests because of the high-stakes consequences associated with test scores. However, contrary to the massive test preparation industry in China and the huge claim of achieving high scores, there is very limited empirical evidence to help us understand how students are prepared and if the claim can be substantiated. Therefore, the purpose of my doctoral dissertation was to understand Chinese students’ test preparation for high-stakes English language tests, through examining the nature, the perceived effects, and the perceived value of test preparation practices for the Test of English as a Foreign Language Internet-based Test (TOEFL iBT) and the College English Test Band 4 (CET4). This study employed a multiple-stage, multiple-method design to collect data from three participant groups, including students, teachers, and administrators. Three research sites reflecting the stages of test preparation experience were included: ‘currently’ taking test preparation courses, recently completing test preparation courses, and achieving success on tests. Data were collected from classroom observations and interviews with 18 students, eight teachers and three administrators, questionnaires with 534 students, and documents related to test preparation courses and test preparation centre’s administration. Test familiarization, English skill improvement, and stress management were three major practices that helped Chinese students achieve success; however, the factors related to participants’ characteristics, perceptions, and their situated context interacted with each other to shape these practices. Although no immediate substantial test score gains were found, the practices that targeted at English skills were perceived to gradually improve test scores. The trustworthiness, the efficacy and the reorientation of the test preparation practices were valued to help with achieving success, although the extent of these aspects varied to individual students. Drawing on Green’s (2007) washback model, the findings contributed to the understanding of test preparation phenomenon that the variability in the nature of the test preparation practices influence the direction that test preparation practices work on test scores and English learning, and the perceived value are related to what students experienced (nature) and what they achieved (perceived effects). ; PhD
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Keyword:
Chinese Students; High-Stakes Tests; Test Preparation; Washback
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URL: http://hdl.handle.net/1974/22703
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| 15 |
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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