فهرس المقالات Washback effect

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  1 - A Qualitative Study of Washback Effects of MSRT Test on Iranian PhD Candidates’ Attitudes toward English Language Learning Skills
  Nafiseh Lashgari Samad Mirza Suzani
  In Iran, the Ministry of Science, Research and Technology (MSRT) examination is a high-stakes test that has the potential to cause varying levels of washback at both individual and societal levels. Despite its significance for candidates, there appears to be insufficien أکثر

  In Iran, the Ministry of Science, Research and Technology (MSRT) examination is a high-stakes test that has the potential to cause varying levels of washback at both individual and societal levels. Despite its significance for candidates, there appears to be insufficient emphasis on investigating the washback, particularly the impact of MSRT on the English language learning skills of Iranian candidates. Thus, the current research aimed to investigate the modifications that Iranian doctoral students regarded as more advantageous in utilizing the MSRT module for the purpose of English education. With this objective in mind, a survey based on the MSRT washback was administered to a group of 150 PhD students selected from Islamic Azad universities located in Shiraz and Marvdasht, who varied in terms of their gender, age, and field of study. A mixture of stratified and convenience sampling methods was employed to choose the study participants. In the second stage of the research, a purposive sampling approach was used to select 30 PhD candidates from the same population to participate in the semi-structured interviews. The findings from the data analysis revealed both favorable and unfavorable consequences of MSRT washback. In addition, it was observed that MSRT preparation did not adequately equip the students with English listening and speaking skills, which are crucial for their academic English needs, in contrast to their reading and writing capabilities. تفاصيل المقالة
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  2 - A GENDER-BASED AND ATTITUDE-BASED STUDY ON WASHBACK ‎EFFECT OF TRADITIONAL ASSESSMENT AND TASK-BASED ‎ASSESSMENT ON DEVELOPING READING SKILL
  Mojtaba Aghajani حمیدرضا خلجی Abbas Bayat
  10.30495/ttlt.2023.1983128.2302
  The objectives of this mixed-method study are to study washback effect of task-based language ‎assessment on developing reading skill and also students` attitude towards TBLA. ‎108 EFL learners ‎‎participated in the study were randomly chosen and were al أکثر

  The objectives of this mixed-method study are to study washback effect of task-based language ‎assessment on developing reading skill and also students` attitude towards TBLA. ‎108 EFL learners ‎‎participated in the study were randomly chosen and were allocated into two classes of 54. The two ‎groups took a reading class which carried out 90 minutes per week and continued for 3 months. By ‎administering the PET, the homogeneity of two groups was approved. Both groups received similar ‎instruction over 24 sessions, but only participants in experimental class took the researcher-‎designed task-based reading quizzes each four sessions. Next, both groups were given a reading ‎post-test after the treatment, Results showed that TBLA has a positive impact of washback on ‎reading improvement among EFL students. Furthermore, the attitude of learners about TBLA was ‎calculated by employing an “Attitude Questionnaires on Reading”. To analyze the data received ‎from “Attitude Questionnaire” A paired-sample t-test was run. By analyzing the results of ‎quantitative questionnaire it is revealed that learners commonly have a tendency to the application ‎of TBLA in learning and teaching reading skill. Results of the research show that TBLA need to be ‎replaced by traditional assessment procedures since all ‎educational planning always attempts to take ‎full advantage of educational achievements and also improvements. ‎ تفاصيل المقالة
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  3 - Developing a Native Model for Iran's National University Entrance Exam Washback Effects on English Language Education at Iranian High Schools
  فرهاد فتحی نژاد بهدخت مال امیری Hamid Marashi
  The current study was an attempt to develop a local model and scale of washback effects of the English language module of the National University Entrance Exam on English language education at Iran's High Schools. To this aim, a mixed methods study was adopted. The أکثر

  The current study was an attempt to develop a local model and scale of washback effects of the English language module of the National University Entrance Exam on English language education at Iran's High Schools. To this aim, a mixed methods study was adopted. The qualitative phase involved data-driven from interviews with twenty experts in English education concerning NUEE washback effects which led to the formation of a tentative scale. Then, the quantitative phase included piloting and reliability estimation as well as factor analyses and Structural Equation Modeling for validation of the developed questionnaire. To this purpose, 570 participants were selected through convenience sampling from Tehran, Qom, Varamin, and Gharchack amongst teachers and students as respondents to the questionnaire. Data analyses showed that 58 items were loaded under five dimensions: educational process, attitudes and perceptions, educational policies, emotional and consequential, and socio-cultural dimensions. The model was shown to enjoy acceptable fit indices. تفاصيل المقالة