Test Takers’ Beliefs and Experiences of a High-stakes Computer-based English Listening and Speaking Test

Abstract

Test takers’ beliefs or experiences have been overlooked in most validation studies in language education. Meanwhile, a mutual exclusion has been observed in the literature, with little or no dialogue between validation studies and studies concerning the uses and consequences of testing. To help fill these research gaps, a group of Senior III students in Guangdong Province, mainland China, were interviewed concerning their views of the high-stakes Computer-based English Listening and Speaking Test (CELST) and their experiences of preparing for and taking the test. The data analysis indicated that the students had a distinct understanding of the CELST validity and also tentatively suggested a relationship between the students’ views of the CELST design, their test preparation practice and their test taking process. These findings provided information useful for sharpening a computer-based English listening and speaking test and for generating positive washback on English learning.

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

“…Thus, in instructed contexts, learners are 'apprenticed into the semiotic activities connected with the IELTS examination' (p.23). A similar narrowing of the curriculum has been observed in preparation courses for TOEFL (Wall & Horak 2011) as well as other regional English language exams (Gosa 2004;Shih 2007;Stoneman 2006;Xie 2013;Zhan and Andrews 2014;Zhan & Wan 2016).…”

“…Washback studies have revealed that beliefs, educational experience and contextual circumstances mediate washback to learners and learning (Gosa 2004;Xie & Andrews 2012;Zhan & Andrews 2014;Zhan & Wan 2016). Participants' characteristics and values, including their knowledge and understanding of the test, resources to meet the test demands and their acceptance of these demands, as well as their perceptions of test importance and test difficulty, may all mediate washback (Green 2007).…”

“…In response to this, there has been a recent growth in the number of studies focusing on washback upon learning (e.g., Cheng et al 2011;Gosa 2004;Green 2006aGreen , 2007Mickan & Motteram 2009;Pan 2014;Shih 2007;Smyth & Banks 2012;Stoneman 2006;Tsagari 2007;Tsai & Tsou 2009;Xie 2013;Xie & Andrews 2012;Zhan & Andrews 2014;Zhan & Wan 2016). In almost all of these studies, however, research on learning has taken place in contexts where learners were, or had been, enrolled in test preparation courses.…”

“…In almost all of these studies, however, research on learning has taken place in contexts where learners were, or had been, enrolled in test preparation courses. Therefore, it is difficult to separate out the influence of teaching upon learning, particularly because the effect of teaching has been noted to be one of the most important factors influencing students' test preparation practices (Gosa 2004;Zhan & Wan 2016). Another factor that has hampered washback studies into learning is that participants were often already familiar with the test prior to the study, many having taken the exam prior to the study (e.g., Green 2007).…”

Analysing Test-Takers’ Views on a Computer-Based Speaking Test

“…As demand for oral language tests continue to grow, the integration of computer technology in the context of l2 oral assessment is gradually gaining global recognition and attention among researchers (Bulut & Kan, 2012;Zechner & Xi, 2008;Zhan & Wan, 2016). According to Galaczi (2010), the growing use of computer-based oral assessment "is largely influenced by the increased need for oral proficiency testing and the necessity to provide speaking tests that can be delivered quickly and efficiently whilst maintaining high-quality" (p. 29).…”