Washback Effect of the English Proficiency Test (EPT) on PhD Candidates’ Language Learning Strategies
الموضوعات : نشریه زبان و ترجمهGolnaz Jamalifar 1 , Hadi Salehi 2 , Omid Tabatabaei 3 , Manoochehr Jafarigohar 4
1 - PhD Candidate of TEFL, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - Assistant Professor of Applied Linguistics, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - Associate Professor of Applied Linguistics, English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
4 - Associate Professor of Applied Linguistics, Department of TEFL and English Literature, Payame Noor University, Tehran, Iran
الکلمات المفتاحية: Language Learning Strategies, Washback, English Proficiency Test (EPT),
ملخص المقالة :
Washback has been defined as the impact of testing on curriculum design, teaching practice, and learning behaviours. The English Proficiency Test (EPT) is a high-stakes test in Iran and is prone to bring degrees of washback both at micro and macro levels. This study was an attempt to examine the washback effect of the EPT on Iranian PhD candidates’ language learning strategies. To this end, a mixed-methods approach of data collection was used to collect, analyze, and integrate quantitative and qualitative data to reach a better grasp of the research topic and enhance the validity and reliability of the information. Based on the sequential exploratory design, two phases of data collection were conducted with a two-week interval. In the first phase, the Strategy Inventory for Language Learning (SILL) was administered to 200 students at Islamic Azad University, Isfahan (Khorasgan). In the second phase, 20 students who filled out the questionnaire showed their willingness to participate in the interview session and write their language learning diaries. Finally, the quantitative and qualitative data were analyzed via descriptive and thematic analysis, respectively. The results showed both positive and negative washback effects on the students’ language learning strategies. The findings of this study have practical implications for EFL language teachers, syllabus designers, and material developers.
Alderson, J. C., & Hamp-Lyons, L. (1996). TOEFL preparation courses: A study of washback. Language testing, 13(3), 280-297.
Alderson, J. C., & Wall, D. (1993). Does washback exist? Applied linguistics, 14(2), 115-129.
Amini-Farsani, M. (2018). Washback in action: The case study of Iranian Ph.D. candidates EFL teachers and learners. ROSHD FLT Journal, 32(2), 9-23.
Andrews, S. (1994). Washback or washout? The relationship between examination reform and curriculum innovation. Paper presented at the Bringing about change in language education: Proceedings of the International Language in Education Conference.
Andrews, S., Fullilove, J., & Wong, Y. (2002). Targeting washback—a case-study. System, 30(2), 207-223.
Chen, M.-L. (2009). Influence of grade level on perceptual learning style preferences and language learning strategies of Taiwanese English as a foreign language learners. Learning and individual differences, 19(2), 304-308.
Cheng, L. (1999). Changing assessment: Washback on teacher perceptions and actions. Teaching and teacher education, 15(3), 253-271.
Cheng, L. E., Watanabe, Y. E., & Curtis, A. E. (2004). Washback in language testing: Research contexts and methods: Lawrence Erlbaum Associates Publishers.
Damankesh, M., & Babaii, E. (2015). The washback effect of Iranian high school final examinations on students’ test-taking and test-preparation strategies. Studies in educational evaluation, 45, 62-69.
Estaji, M., & Alikhani, H. (2020). The First Certificate in English Textbook Washback Effect: A Comparison of Teachers’ and Learners’ Perceptions. Teaching English Language, 14(1), 119-152.
Estaji, M., & Ghiasvand, F. (2019). The Washback Effect of IELTS Examination on EFL Teachers’ Perceived Sense of Professional Identity: Does IELTS Related Experience Make a Difference? Journal of Modern Research in English Language Studies, 6(3), 103-183.
Hsu, H.-F. (2010). The impact of implementing English proficiency tests as a graduation requirement at Taiwanese universities of technology. University of York
Hughes, A. (1989). Testing for language teachers. Cambridge: Cambridge University Press.
Hughes, A. (2003). Testing for language teachers: Ernst Klett Sprachen.
Khanshan, S. K. An examination of the washback effect on Iranian EFL learners’ reading comprehension: Any implications for text difficulty in the classroom?
Luxia, Q. (2005). Stakeholders’ conflicting aims undermine the washback function of a high-stakes test. Language testing, 22(2), 142-173.
Maniruzzaman, M. (2016). EFL Testing Washback: Assessment of Learning or Assessment for Learning? Center for Pedagogy (CP), Independent University, Bangladesh (IUB), 350-369.
Messick, S. (1996). Validity and washback in language testing. Language testing, 13(3), 241-256.
Moradi, E. (2019). The Washback Effect of Final Examinations at Payame Noor University on Teaching and Learning. Malaysian Journal of Distance Education, 21(1).
Muñoz, A. P., & Álvarez, M. E. (2010). Washback of an oral assessment system in the EFL classroom. Language testing, 27(1), 33-49.
Pakzad, A., & Salehi, H. Washback Effect of TEFL MA Exam on Iranian Lecturers’ Classroom Activities. Applied Research on English Language, 7(1), 43-66.
Ramezaney, M. (2014). The washack effects of university entrance exam on Iranian EFL teachers’ curricular planning and instruction techniques. Procedia-Social and Behavioral Sciences, 98, 1508-1517.
Razavipour, K., Hoseini, F., & Validi, M. (2020). Washback to Classroom Climate: The Case of an IELTS Speaking Preparation Course. Journal of Research in Applied Linguistics, 11(1), 21-43.
Rezvani, R., & Sayyadi, A. (2016). Washback effects of the new Iranian TEFL Ph. D. program entrance exam on EFL instructors’ teaching methodology, class assessment, and syllabus design: A qualitative scrutiny. Theory and Practice in Language Studies, 6(5), 1111.
Sadighi, S., Yamini, M., Bagheri, M. S., Yarmohammadi, L., & Zamanian, M. (2018). Wash-Back Effect of Iranian Students’ Pre-University English Textbook and University Entrance Examinations: Teachers-Based Perspectives. African Educational Research Journal, 6(4), 303-316.
Saif, S. (2006). Aiming for positive washback: A case study of international teaching assistants. Language testing, 23(1), 1-34.
Salehi, H., & Yunus, M. M. (2012). The washback effect of the Iranian universities entrance exam: Teachers’ insights. GEMA Online® Journal of Language Studies, 12(2).
Shirzadi, D., & Amerian, M. (2020). Washback effects of multiple-choice, cloze and metalinguistic tests on EFL students writing. Indonesian Journal of Applied Linguistics, 9(3), 536-544.
Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: Washback effect over time. Language testing, 13(3), 298-317.
Siahpoosh, H., Ramak, M., & Javandel, B. (2019). Washback Effect of IELTS on Iranian Learners’ Perspectives on IELTS Preparation Courses. Journal of Applied Linguistics and Language Research, 6(2), 43-52.
Soomro, M. N., & Memon, N. (2016). Investigation of Teacher as an Inducing Factor of Washback in Pakistan. Language in India, 16(5).
Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. Language teaching research, 9(1), 5-29.
Stobart, G. (2003). The Impact of Assessment: Intended and unintended consequences. Assessment in Education: Principles, Policy & Practice, 10(2), 139–140. doi:1 0.108 0/0969594032000121243
Taqizadeh, M., & Birjandi, P. (2015). What drives high school English teachers to teach the way they do? An investigation of the washback effect of the university entrance examination in Iran. Journal of Applied Linguistics and Language Research, 2(2), 8-20.
Wall, D. (2000). The impact of high-stakes testing on teaching and learning: can this be predicted or controlled? System, 28(4), 499-509.
Watanabe, Y. (1996). Investigating washback in Japanese EFL classrooms: Problems of methodology. Australian Review of Applied Linguistics. Supplement Series, 13(1), 208-239.
