Investigating washback to the learner from the IELTS test in the Japanese tertiary context

Allen, David

doi:10.1186/s40468-016-0030-z

Cited by 37 publications

(77 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To date, a number of studies have investigated washback effects that large-scale proficiency tests have on language learning and teaching (Alderson and Hamp-Lyons, 1996;Allen, 2016;Cheng, 2004;Cheng, Klinger & Zheng, 2007;Green, 2007;Qi, 2004;Read & Hayes, 2003;Watanabe, 1996). For instance, researching courses offered in the private extracurricular institutions called yobiko (preparatory school), a type of school that prepared secondary school students for the English section of university entrance examinations, Watanabe (1996) examined the effect of the university entrance examination on the use of the grammar-translation method in Japan and found that the entrance examination failed to play a significant role in the choice of teaching methodology.…”

Section: Washbackmentioning

confidence: 99%

Standardized proficiency tests in a campus-wide English curriculum: a washback study

Hung

Huang

2019

Lang Test Asia

View full text Add to dashboard Cite

Washback refers to the influence of tests on learning and teaching. To date, a number of studies have revealed that tests affect teaching content, course design, and classroom practices. However, in Asian higher education contexts, little research has examined the washback of proficiency tests on English learning in comparison with the efforts on teaching. Thus, the current study bridged this research gap by exploring the washback effects of a proficiency test on student learning in a campus-wide English curriculum, uncovering relationships between washback and learner characteristics such as major, gender, and proficiency level. A total of 694 students from engineering-, business-, and foreign language-related disciplines at a national university in Taiwan were surveyed. The results revealed washback effects on such aspects as personal image, learning motivation, emotion, and future job opportunities were especially salient. In addition, the relationship between washback and proficiency level was found to be statistically significant. However, male and female students did not differ statistically in washback nor was there a statistically significant difference in washback among different majors. With detailed information and consideration of different aspects of washback, stakeholders, including instructors, school administrators, and language policymakers, can make informed decisions when formulating language-related policies.

show abstract

Section: Washbackmentioning

confidence: 99%

Standardized proficiency tests in a campus-wide English curriculum: a washback study

Hung

Huang

2019

Lang Test Asia

View full text Add to dashboard Cite

show abstract

“…From the discussion of the four researches above, we can draw conclusion that the washback effect of IELTS test can be either positive and negative. The first research done by Allen (2016) indicates that IELTS test is beneficial for the learners' productive skill especially in speaking. They tend to focus on test-related tasks and materials when preparing for the test.…”

Section: Resultsmentioning

confidence: 99%

“…First discussion is talking about the journal article written by Allen (2016). This article entitles investigating washback to the learner from the IELTS test in the Japanese tertiary context.…”

Section: First Articlementioning

confidence: 99%

Can We Find the Washback Effects of International English Language Testing System on IELTS Learners?

Riswandi

Wahyudi

2018

LKS

View full text Add to dashboard Cite

IELTS test nowadays becomes one of the most important thing to get for those especially who want to continue their study in English speaking country especially UK or Australia. Because of the important roles of this standardized tests, it effects on students’ lives around the world. This study is conducted to find out the IELTS test influence on learners preparing for a test on learning and teaching outcomes and an obvious path for IELTS teachers in order to modify their methods and strategy of teaching. Therefore, the present study has tried to investigate whether IELTS preparation classes have any influence on the learning processes and the achievement of students in such an examination. To obtain the data, the writers used library research. A qualitative analysis was employed by identifying and classifying the finding of previous research of washback effects of the IELTS test toward the learners. It was found that there are positive and negative washback effects of IELTS test toward the learners.

show abstract

“…Positive washback effects of 4SETs have also been reported. One example is positive washback on students' learning of productive skills by introducing IELTS in a university in Japan (Allen, 2016). Increasing to have a more communicative focus by introducing 4SETs as university entrance examinations can have positive washback effects on high school English teachers' instruction (Hama and Okabe, 2016).…”

Section: Possible Positive and Negative Washback Of Introducing 4setsmentioning

confidence: 99%

Impacts of Introducing Four-Skill English Tests into University Entrance Examinations

Saito

2019

TLT

View full text Add to dashboard Cite

From 2020, four skills English tests administered by external testing companies will be introduced as university entrance examinations throughout Japan (MEXT, 2017a). It has been often claimed that the current state of the English entrance examinations has hindered senior high school teachers from conducting communicative language teaching (Nishino, 2008; O’Donnell, 2005; Taguchi, 2005). The objective of introducing four skills English tests is to bring about positive washback effects and change classroom practice by abolishing the Center Test, which currently evaluates only reading and listening skills, and introducing externally available English tests which can evaluate English four skills of listening, reading, speaking, and writing and to cultivate senior high school students’ communication abilities in this global society as stated by MEXT’s 2009 Course of Study. This paper reviews the background of introducing four skills English tests, possible concerns of introducing four skills English tests, and proposals to resolve those concerns. 外部試験機関が実施する4技能英語試験が2020年から日本の大学入試に導入される（文科省、2017a）。現在の英語の入学試験は、高校教師がコミュニカティブな言語指導を行う妨げとなっている、と頻繁に言われている(Nishino, 2008; O’Donnell, 2005; Taguchi, 2005)。4技能英語試験導入の目的は、リーディングとリスニング技能のみを評価する現在のセンター試験を廃止し、リスニング、リーディング、スピーキング、ライティングといった英語の4技能を評価できる外部テストを導入することにより、肯定的なウオッシュバック効果をもたらし、授業実践を変えることである。また、2009年に文科省から発表された学習指導要領で述べられているように、グローバル化社会に対応して、高校生のコミュニケーション能力を育成することも導入の目的の一つである。本論では、4技能英語試験導入の背景、導入により考えられる懸念とその解決策について検討する。

show abstract

Investigating washback to the learner from the IELTS test in the Japanese tertiary context

Cited by 37 publications

References 23 publications

Standardized proficiency tests in a campus-wide English curriculum: a washback study

Standardized proficiency tests in a campus-wide English curriculum: a washback study

Can We Find the Washback Effects of International English Language Testing System on IELTS Learners?

Impacts of Introducing Four-Skill English Tests into University Entrance Examinations

Contact Info

Product

Resources

About