مطالعه کیفی تأثیر آزمون جدید ورودی دوره دکتری رشته آموزش زبان انگلیسی بر روش تدریس، ارزشیابی کلاسی و برنامه درسی استادان زبان دانشگاه های ایران
محورهای موضوعی : روانشناسی تربیتی
1 - Assistant Professor of TEFL, Yasouj University
2 - M. A. Graduate of TEFL, Yasouj University
کلید واژه: روش تدریس, آزمون ورود به دانشگاه, برنامه های کارشناسی ارشد آموزش زبان انگلیسی, ارزیابی کلاس, طراحی برنامه درسی,
چکیده مقاله :
با توجهبه اهمیت و حساسیت آزمون ورودی دوره دکتری در ایران، انتظار میرود که این آزمون تاثیرات قابل توجهی بر برنامه های آموزشی تحصیلات تکمیلی در دانشگاه های ایران بگذارد. مطالعه حاضر تلاشی برای بررسی دیدگاه های استادان دانشگاه های ایران در رابطه با اثرات احتمالی آزمون جدید ورودی دکتری رشته آموزش زبان انگلیسی بر روش تدریس، ارزشیابی کلاسی و برنامه درسی آنها بود. برای نیل به این هدف، پژوهشگران این مطالعه، مصاحبه هایی دقیقی با ده استاد مجرب در تدریس دروس رشته آموزش زبان انگلیسی در مقطع کارشناسی ارشد انجام دادند. نتایج به دست آمده از تجزیه و تحلیل اطلاعات جمع آوری شده نشان داد که آزمون جدید، علی رغم اهمیت بسیار بالای آن، تاثیر چندانی بر روی روش تدریس و ارزشیابی کلاسی اساتید نگذاشته است. از دید شرکت کنندگان دراین مطالعه، دلیل این امر عدم همسویی مهارت های مورد نیاز جهت موفقیت در آزمون ورودی دکتری و اهداف و انتظارات در نظر گرفته شده در دوره های کارشناسی ارشد و دکتری رشته آموزش زبان انگلیسی است. از طرفی دیگر، نتایج بیان گر آن بود که این آزمون، با اثرگذاری بر انتخاب منابع و موضوعات درسی استادان، موجبتعغیرچگونگی طر احی برنامه درسی آنها شده است. این مطالعه در ادامه به بحث پیرامون تاثیرات نتایج به دست آمده در بافت تحصیلات تکمیلی رشته آموزش زبان انگلیسی در دانشگاه های ایران میپردازد
Given the significance and sensitivity of the Iranian Ph.D. program entrance exams, such high-stakes exams are assumed to exert considerable influence on Iranian public higher educational curriculums. The present study was motivated to scrutinize the EFL instructors’ insights to explore the potential washback effects of the new Iranian TEFL Ph.D. program entrance exam on their teaching methodology, class assessment, and syllabus design. To this end, the researchers conducted in-depth interviews with ten experienced instructors teaching M.A. courses at four Iranian universities. The results emerging from the close qualitative content analysis of the respondents’ introspection indicated that the new exam, despite its considerable significance, fails to generate substantial effects on the instructors’ teaching methodology and class assessment due to the inconsistency between the objectives supposed to be met by the new exam administration and those expected to be achieved in TEFL M.A. and Ph.D. programs. Further, it was revealed that the new exam, on the contrary, substantially influences the instructors’ syllabus design through conditioning their material and content selection. This study further discusses the implications of the findings in the context of Iranian TEFL higher education
Ary, D., Jacobs, L. C., & Sorensen, C. (2006). Introduction to Research in Education. B Belmont: Wadsworth, Cengage Learning.
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
Buck, G. (1988). Testing listening comprehension in Japanese university entrance examination. JALT Journal, 10, 15-42.
Chapelle, C. A., & Brindley, G. (2002). Assessment. In N. Schmitt (Ed.), an Introduction to Applied Linguistics (pp. 267-287). New York: Oxford University Press Inc.
Chapman, D. W., & Snyder, C. W. (2000). Can High-Stakes National Testing Improve Instruction: Re-Examining Conventional Wisdom? International Journal of Educational Development, 20 (6), 457-474.
Cheng, L. (2004). The washback effect of a public examination change on teachers' perceptions toward their classroom teaching. In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 147-170). Mahwah, New Jersey: Lawrence Erlbaum.
Cheng, L. (1998). Impact of a public English examination change on students’ Perceptions and attitudes toward their English learning. Studies in Educational Evaluation, 24, 279-309.
Cheng, L. (1999). Changing assessment: washback on teacher perceptions and actions. Teaching and Teacher Education, 15 (2), 253-271.
Cheng, L. (2003). Looking at the Impact of a Public Examination Change on Secondary Classroom Teaching: A Hong Kong Case Study. Journal of Classroom Interaction, 38 (1), 1-10.
Cheng, L. (2005). Changing language teaching through language testing. Cambridge: CUP.
Davies, A. (1997). Demands of being professional in language testing. Language Testing, 14(1), 328-339.
Choi, I. C. (2008). The impact of EFL testing on EFL education in Korea. Language Testing, 25 (1), 39-62.
Frederiksen, J. R., & Collins, A. (1989). A Systems Approach to Educational Testing. Educational Researcher, 18 (9), 27–32.
Ghorbani, M. R. (2008). Washback effect of the university entrance examination on Iranian pre-university English language teachers’ curriculum planning and instruction (Doctoral dissertation), University of Putra, Malaysia.
Green, A. (2007). Washback to learning outcomes: a comparative study of IELTS preparation and university pre-essential language courses. Assessment in Education: Principles, Policy & Practice, 14(1), 75-97.
Hamp-Lyons, L. (1997). Washback, impact and validity: Ethical concerns. Language Testing, 14, 295-303.
Hawkey, R. (2006). Impact Theory and Practice: Studies of the IELTS test and Progetto Lingue 2000. Cambridge: CUP.
Hawkey, R. (2009). Examining FCE and CAE. Cambridge: CUP.
Hayes, B., & Read, J. (2004). IELTS Test Preparation in New Zealand: Preparing Students for the IELTS Academic Module. In Y. Cheng, Y. Watanabe, & A. Curti (Eds.), Washback in Language Testing: Research, Context, and Methods (pp. 97-111). Mahwah, New Jersey: Lawrence Erlbaum.
Hughes, A. (2003). Testing for Language Teachers (2nd edition). Cambridge: CUP.
Kazemi, A., & Sayyadi, A. (2014). Effect of University Entrance Exam on Gifted High School Students’ Motivation Scrutinized: An Iranian Perspective. International Journal of Applied Linguistics & English Literature, 3 (5), 150-165.
Loumbourdi, L. (2013). The Power and Impact of Standardised Tests: Investigating the Washback of Language Exams in Greece. Oxford: Peter Lang Edition.
Madaus, G. F., (1988). The Influence of Testing on the Curriculum. In L. N. Tanner (Ed.), Critical Issues in Curriculum: 87th Yearbook for the National Society for the Study of Education (pp. 83-121). Chicago: University of Chicago Press.
Mahmoudi, L., & Abu Bakr, K. (2013). Iranian Pre-university English Teachers’ Perceptions and Attitudes towards the Iranian National University Entrance Exam: A Washback Study. International Journal of Education & Literacy, 1(2), 57-83.
Messick, S. (1996). Validity and Washback in Language Testing. Language Testing, 13(1), 241-256.
Mohammadi, M. (2008). High-Stakes Testing Washback: A Survey on the Effect of Iranian M.A. Entrance Examination on Teaching and Testing Methods. Paper presented at the First Conference on English Language Teaching & Literature, Islamic Azad University, Roudehen Branch.
Mousavi, M., & Amiri, M. (2011). The Washback Effect of TEFL University Entrance Exam on Academic Behaviors of Students and Professors. Journal of English Studies, 1(2), 103-144.
Morrow, K. (1986). The Evaluation of Tests of Communicative Performance. In M. Portal (Ed.), Innovations in Language Testing: Proceedings of the IUS/NFER Conference (pp. 1–13). London: NFER/Nelson.
Noble, A. J., & Smith, M. L. (1994). Measurement-driven reform: Research on policy, practice, repercussion. Tempe, AZ: Arizona State University, Center for the Study of Evaluation.
Prodromou, L. (1995). The Backwash Effect: From Testing to Teaching. ELT Journal, 49 (1), 13-25.
Qi, L. (2004). Has a high-stakes test produced the intended changes? In L. Cheng, Y. Watanabe, & A. Curtis (Eds.), Washback in language testing: Research contexts and methods (pp. 147-170). Mahwah, New Jersey: Lawrence Erlbaum.
Ramezaney, M. (2014). The washback effects of University Entrance Exam on Iranian EFL Teachers’ Curricular Planning and Instruction Techniques. Social and Behavioral Sciences, 98, 1508-1517.
Richards, J.C., & Schmidt, R. (2002). Longman Dictionary of Language Teaching and Applied Linguistics, 3rd edition. London: Longman.
Rezvani, R. & Sayyadi, A. (2014). A qualitative study on the Washback effects of the new Iranian TEFL Ph.D. program entrance exam on applicants’ study plans and strategies: Instructors’ and applicants’ insights. Journal of Research in Applied Linguistic Studies. 5(2), 113-127.
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), 609-628.
Shohamy, E. (2001). The Power of Tests: A Critical Perspective on the Uses of Language Tests. London: Longman.
Shohamy, E., Donitsa-Schmidt, S. & Ferman, I. (1996). Test Impact Revisited: Washback Effect over Time. Language Testing, 13(3), 298–317.
Smith, M. L. (1991b). Put to the test: The effects of external testing on teachers. Educational Researcher, 20(5), 8–11.
Stobart, G., & Eggen, T. (2012). High-stakes testing: Value, fairness and consequences. Assessment in Education: Principles, Policy and Practice, 19(1), 1-6.
Stecher, B., Barron, S., Chun, T., Krop, C., & Ross, K. (2000). The effects of Washington education reform on schools and classrooms. Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
Tabatabaei, O., & Safikhani, A. (2011). The Washback Effect of University Entrance Exam on EFL Teachers’ Methodology and Test Development. Journal of English Studies, 1(2), 145-172.
Tsagari, K. (2006). Investigating the Washback Effect of a High-Stakes EFL Exam in the Greek context: Participants’ Perceptions, Material Design and Classroom Applications (Unpublished doctoral dissertation), Lancaster University, UK.
Wall, D., & Alderson, J. C. (1993). Examining Washback: The Sri Lankan Impact Study. Language Testing, 10 (1), 41–69.
Wall, D., & Horak, T. (2006). The impact of changes in the TOEFL examination on teaching and learning in central and eastern Europe: Phase1, the baseline study. Princeton, New Jersey: Educational Testing Service
