A Comparative Investigation of Iran's NUEE Washback Effects on English Language Education at High Schools: A Cross Socio-Cultural Survey

الموضوعات : Journal of Studies in Learning and Teaching English

Farhad Fathinejad ¹ , Behdokht Mall-Amiri ² , Hamid Marashi ³ , Mohaddeseh Amini Harsini ⁴

1 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
4 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran

تاريخ الإرسال : 02 الأحد , ربيع الأول, 1445 تاريخ التأكيد : 15 السبت , ربيع الأول, 1445 تاريخ الإصدار : 17 الجمعة , جمادى الأولى, 1445

الکلمات المفتاحية: Socio-cultural Perspective, Washback Effects, National University Entrance Exam,

ملخص المقالة :

This study aimed at investigating the washback effects of the English module of Iran's National University Entrance Exam (NUEE) on English language education at high schools of privileged and under-privileged areas as perceived by high school teachers and students. To this end, 472 high school students and 260 teachers from Tehran, Qom (privileged), Gharchak, and Varamin (under-privileged) were selected on a convenience sampling technique and were given a washback effects questionnaire to seek and compare their perspectives about NUEE washback effects. Utilizing t-tests on respondents' obtained scores, it was shown that the overall mean score obtained by teachers from privileged areas is significantly higher than that obtained by teachers from the under-privileged areas. In contrast, it was revealed that students from the under-privileged areas obtained a significantly higher mean score than those from the privileged areas. Further frequency counts and detailed content analyses revealed similarities and differences among the participants' perceptions regarding the diverse aspects of the washback effect.

المصادر:

Ahmad, S., & Rao, C. (2012). Examination of washback effect: Syllabus, teaching methodology and the learners’ communicative competence. Journal of Education Practice, 3(15), 173-183.

Ahmadi, H., & Esmaeili, Y. (2014). Arzyabi-e sathe-e tose'ehyaftegi-e shahrestanha-ye ostan-e Tehran [An evaluation of the development levels of Tehran province cities]. Cheshmandaz-e Joghrafiyaii Dar Motaleat-e Ensani, 27(9), 79-95.

Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice.  Oxford University Press.

Cheng, L. & Curtis, A. (2004). Washback or backwash: A review of the impact of testing on teaching and learning. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp.3–17). Mahwah, NJ: Lawrence Erlbaum Publishers.

Dawadi, S. (2018). The impact of the SLC examination on English language teaching and    student motivation to learn English. In D. Hayes (Ed.), English language teaching in Nepal: Research reflection and practice (133-163). British Council.

Dawadi, S. (2021). Factors influencing washback of a high stakes English as a foreign language test. The Electronic Journal for English as a Second Language, 25 (3), 1-16.

Farrell, J. (2000). Why is educational reform so difficult? Similar descriptions, different prescriptions, failed explanations. Curriculum Inquiry, 30, 83–102. https://doi.org/10.1111/0362-6784.00155

Fathi, F., Mall-Amiri, B. & Marashi, H. (in press). Developing a native model for Iran's national university entrance exam washback effects on English language education at Iranian high schools. Journal of Language and Translation.

Fox, J. (2005). Revisiting the storied landscape of language policy over time: A case of successful educational reform. Curriculum Inquiry, 35, 261–293. https://doi.org/10.1111/j.1467-873X.2005.00329.x

Goertz, M., & Duffy, M. (2003). Mapping the landscape of high-stakes testing and accountability programs. Theory into Practice, 42(1), 4-12. https://doi.org/10.1207/s15430421tip4201_2

Huang, X. (2019). The backwash effect of language testing on professional English learning and teaching. Advances in Social Science, Education and Humanities, 311, 553-558. https://doi.org/10.2991/ecss-19.2019.113

Kikuchi, K., & Browne, C. (2009). English educational policy for high schools in Japan. Regional Language Centre Journal, 40(2), 172-191. https://doi.org/10.1177/0033688209105865

Lantolf, J. & Thorne, S. L. (2007). Sociocultural theory and second language learning. In B. van Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 201-224). Mahwah.NJ: Lawrence Earlbaum.

Madaus, G. F. (1988). The distortion of teaching and testing: High‐stakes testing and instruction. Peabody Journal of Education, 65, 29–46. https://doi.org/10.1080/01619568809538611   Manilal, R. (2014). Parental involvement in education: A comparison between a         privileged and underprivileged school [Master's thesis, University of Kawazulu-Natal]. https://researchspace.ukzn.ac.za/handle/10413/12655.

Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (pp. 13–103). Washington, DC: American Council on Education & National Council on Measurement in Education.

O’Loughlin, K. (2006). Learning about second language assessment: Insights from a postgraduate student on-line subject forum. University of Sydney Papers in TESOL, 1, 71-85. https://www.researchgate.net/publication/309346961_Learning_about_second_language_assessment_Insights_from_a_postgraduate_student_on-line_subject_forum

Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for windows. Maidenhead: Open University Press & McGraw-Hill Education.

Puspitasari, M. (2020). Investigating the washback effect of the national examination on Indonesian practices: Perceptions of teachers, students and parents of test impact. University of Glasgow.

Shih, C. M. (2010). The washback of the general English proficiency test on university policies: A Taiwan case study. Language Assessment Quarterly, 7(3), 234–254. https://doi.org/10.1080/15434301003664196

Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: washback effect over time. Language Testing, 13, 298-317. https://doi.org/10.1177/026553229601300305

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. https://doi.org/10.1191/1362168805lr152oa

Tollefson, J. & Tsui, A. B. M. (2004). Medium of instruction policies: Which agenda? who’s agenda? Lawrence Erlbaum, Mahwah, NJ.

Tsang, C. L. (2017). Examining washback on learning from a sociocultural perspective: The case of a graded approach to English language testing in Hong Kong [Unpublished master's thesis]. University College London, UK.

Wang, Y., & Huang, B. H. (2020). Washback of TOEFL preparation courses on students’ attitudes and score improvement. International Journal of Linguistics, 12(3), 83-104. http://dx.doi.org/10.5296/ijl.v12i3.16940 

Wertsch, J. V. (1995). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.