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دسترسی آزاد مقاله
1 - A Comparative Investigation of Iran's NUEE Washback Effects on English Language Education at High Schools: A Cross Socio-Cultural Survey
Farhad Fathinejad Behdokht Mall-Amiri Hamid Marashi Mohaddeseh Amini HarsiniThis 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 t چکیده کاملThis 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. پرونده مقاله -
دسترسی آزاد مقاله
2 - A Qualitative Study of Washback Effects of MSRT Test on Iranian PhD Candidates’ Attitudes toward English Language Learning Skills
Samad Mirza SuzaniIn 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 چکیده کاملIn 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. پرونده مقاله -
دسترسی آزاد مقاله
3 - اثربازگشتی آزمون ورودی مدارس تیزهوشان بر برنامه درسی دوره ابتدایی: یک مطالعه پدیدارشناسی
مهدی شاددل حسین اسکندری محبوبه سلیمان پورعمرانهدف: موضوع آسیب‌شناسی مدارس تیزهوشان همچنان در جامعه تعلیم و تربیت ایران مطرح بوده و به نتیجه مشخصی نرسیده است. هدف پژوهش حاضر بررسی اثربازگشتی آزمون ورودی مدارس تیزهوشان بر ابعاد مختلف نظام آموزشی دوره ابتدایی است؛ شامل: اهداف و سیاست‌های مدارس، محتوا و موضوعات درسی، ر چکیده کاملهدف: موضوع آسیب‌شناسی مدارس تیزهوشان همچنان در جامعه تعلیم و تربیت ایران مطرح بوده و به نتیجه مشخصی نرسیده است. هدف پژوهش حاضر بررسی اثربازگشتی آزمون ورودی مدارس تیزهوشان بر ابعاد مختلف نظام آموزشی دوره ابتدایی است؛ شامل: اهداف و سیاست‌های مدارس، محتوا و موضوعات درسی، روش‌های تدریس و فعالیت‌های آموزشی، سبک یادگیری و سنجش و ارزشیابی.روش: پژوهش حاضر از نوع پدیدارشناسیِ توصیفی به شمار میرود. برای گردآوری داده‌ها با 55 نفر که از بین چهار گروه زیر انتخاب شدند، به طور نیمه‌ساختاریافته مصاحبه انجام گرفت: الف) مدیران و معاونان مدارس، ب) اساتید و صاحب‌نظران، ج) والدین و د) دانش‌آموزان راه‌یافته و راه‌نیافته به مدارس تیزهوشان. برای تحلیل و کدگذاری داده‌ها از روش کولایزی استفاده شد.یافته‌ها: در مرحله نخست، از بین مصاحبه‌ها 287 نکته کلیدی استخراج شد. این نکات در قالب 80 مضمون اولیه، 15 مضمون میانی و 12 مضمون نهایی طبقه‌بندی و خلاصه شدند. برخی مضامین نهایی عبارتند از: تداخل هدف، داروینیسم تربیتی، تبعیض محتوایی، روش‌ها و فعالیت‌های آزمون محور، سبک یادگیری فردی، کمّی‌گرایی و نتیجه‌گرایی، نگاه ابزاری به معلمان.نتیجه‌گیری: وجود مدارس تیزهوشان و نوع آزمون ورودی آن، آسیب‌های متعددی را برای برخی مدارس ابتدایی به همراه دارد. آن دسته از مدارس ابتدایی که تمرکزشان آماده‌سازی دانش‌آموزان برای پذیرش در آزمون مدارس تیزهوشان است، عملاً برخی از مهم‌ترین هدف‌های برنامه درسی رسمی و مؤلفه‌های تربیتی را به حاشیه رانده و یا در مواردی برخلاف آن عمل می‌کنند. پرونده مقاله -
دسترسی آزاد مقاله
4 - 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
رضا رضوانی علی صیادیبا 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 جدی چکیده کاملبا 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 پرونده مقاله -
دسترسی آزاد مقاله
5 - Washback Effect of EPT on Iranian PhD Candidates' Attitudes Toward Learning Materials
Golnaz Jamalifar Hadi Salehi Omid Tabatabaei Manoochehr JafarigoharWashback or backwash, used similarly, has been defined as the impact of testing on curriculum design, teaching practice, and learning behaviors. Iranian PhD candidates’ performance on this exam is required to pursue PhD study; therefore, degrees of washback both a چکیده کاملWashback or backwash, used similarly, has been defined as the impact of testing on curriculum design, teaching practice, and learning behaviors. Iranian PhD candidates’ performance on this exam is required to pursue PhD study; therefore, degrees of washback both at the micro and macro levels are at stake. Despite the importance of this exam for the candidates, it seems that studies on washback and specifically washback effect of EPT on Iranian PhD candidates’ learning materials has not been given adequate attention in Iran. Given this, the present study attempts to examine the washback effect of EPT on Iranian PhD candidates’ learning materials. Based on sequential design, two phases of data collection were conducted with a two-week interval. In the first phase, attitude questionnaire was administered to 200 Iranian PhD candidates at Islamic Azad University, Isfahan (Khorasgan) branch. In the second phase of the study, 20 Iranian PhD candidates were interviewed. Finally, the collected data from both the questionnaires and the interviews were analyzed via quantitative and descriptive analysis, respectively. The results of the study revealed both positive and negative washback impacts on learning materials. The findings of the study have practical implications for language teachers in general, and EFL language teachers, syllabus designers, and material developers in particular. پرونده مقاله -
دسترسی آزاد مقاله
6 - The Washback Effect of Task-based Assessment on the Iranian EFL Learners' Development of Pragmatic Competence
Maryam Nazari Abbas Bayati Payman RajabiThe present study was an attempt to explore the ‘washback effect’ of task-based assessment (TBLA) on EFL Iranian learners’ pragmatic development. To this end, through conducting KET (Key English Test), 60 out of 120 EFL Iranian learners studying in an چکیده کاملThe present study was an attempt to explore the ‘washback effect’ of task-based assessment (TBLA) on EFL Iranian learners’ pragmatic development. To this end, through conducting KET (Key English Test), 60 out of 120 EFL Iranian learners studying in an English language school, were randomly selected. They were assigned to treatment group (N=30), and control group (N=30). The treatment group was assessed through TBLA and the control group was assessed via non-task based assessment for 20 ninety-minute sessions. The class sessions were held twice a week. The obtained data was examined through independent sample t-test. The findings implied that TBLA as a pedagogical measurement tool can well replace the classic assessment procedures, since all educational efforts including testing and assessment procedures are planned to maximize the educational gains and developments. پرونده مقاله -
دسترسی آزاد مقاله
7 - 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 BayatThe 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 چکیده کاملThe 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. ‎ پرونده مقاله -
دسترسی آزاد مقاله
8 - 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 MarashiThe 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 چکیده کاملThe 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. پرونده مقاله -
دسترسی آزاد مقاله
9 - The Effect of Teachers' Attitudes on Implementing Washback in Regular versus Preparatory Language Classes
Parviz Birjandi Bahram Mowlaie -
دسترسی آزاد مقاله
10 - Washbacked Teacher-Learner’s Academic Behavior (the case of Iranian EFL MA Preparatory Course)
Gholam-Reza Abbasian Ardalan MoghimeslamThe effect of test on teachers, students, and their classroom behaviors has ever been amenable to scholarly studies. To explore such an effect, 20 professors offering MA TEFL preparation courses and 30 candidates received PLSP and APALS inventories. Paired-sample t-test چکیده کاملThe effect of test on teachers, students, and their classroom behaviors has ever been amenable to scholarly studies. To explore such an effect, 20 professors offering MA TEFL preparation courses and 30 candidates received PLSP and APALS inventories. Paired-sample t-tests revealed significant differences. However, the respective componential multivariate ANOVA revealed non-significant and significant differences among the components of the styles and maxims, respectively. The teacher’s teaching styles and maxims were significantly affected in the light of washback. Pearson correlation coefficients revealed significant correlation among the components like: classroom conduct, facilitation, and agenda. Contrary to the hypotheses made, the results of the similar analyses (t-test, componential multivariate ANOVA and correlation coefficients) run as to the learners’ learning styles showed drastically opposite results; meaning that neither the styles as a whole nor their componential individual sub-styles showed to have been significantly washback-determined. These contradictory findings may be attributed to reflective orientations among the teachers. پرونده مقاله -
دسترسی آزاد مقاله
11 - Washback Effect of the English Proficiency Test (EPT) on PhD Candidates’ Language Learning Strategies
Golnaz Jamalifar Hadi Salehi Omid Tabatabaei Manoochehr JafarigoharWashback 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 چکیده کاملWashback 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. پرونده مقاله
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