The Washback Effects of Task-based Assessment on the Iranian EFL Learners’ Grammar Development

Safa, Mohammad Ahmadi; Goodarzi, Sa’ideh

doi:10.1016/j.sbspro.2014.03.393

Cited by 8 publications

(12 citation statements)

References 19 publications

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“…Introduction Language assessment is a field of study under the umbrella of applied linguistics (Safa and Goodarzi, 2014) and its main focus is the assessment of first, second and foreign languages in school, college, or university context. The assessment may include listening, speaking, reading, writing, or may be an integration of two or more of these skills.…”

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confidence: 99%

Performance-Based Assessment as a Current Trend in Elt: Investigating Its Washback Effects on Secondary-School Students Learning

Sumardi¹

2017

KLS

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Performance-Based Assessment as a Current Trend in Elt: Investigating Its Washback Effects on Secondary-School Students Learning

Sumardi¹

2017

KLS

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“…The tests consist of two-part; there are test 1 and test 2. By making the tests more reflective of situations, language content, and purposes, the teacher will make more accurate predictions about how the students will function using the target language in real life (Nazari, Bayati, & Rajabi, 2021). According to Raharjo, Yuliana, and Yudha (2018), providing quality education cannot be separated from the standard measures (KKM/Kriteria Ketuntasan Minimal).…”

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The Use of Audiobooks in Developing Seventh-Grade Students' Reading Skills (A Case Study for EFL Students)

2020

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The research was conducted to develop students’ reading skills by using an English story with Audiobooks. It seemed that the teachers could overcome if they were proficient in utilizing the internet and computer applications in the students’ learning process because the students enjoyed the gedgets. In a sense, teachers should integrate supportive technology, problem-based approaches, and higher-order thinking skills. Based on these problems, the researcher was interested in developing students’ reading skills by using Audiobooks apps. Moreover, the research investigated that students could significantly develop their reading skills by reading English stories with Audiobooks apps. It aimed to investigate the students’ reading skills could significantly be developing by reading English stories with the Audiobooks app. The research applied a case study as the qualitative research method. The participants were three students from seventh-grade students. The researchers collected and analyzed the data from observations, tests, and interviews. Based on the finding and discussion, it can be concluded that the participants have achieved and exceeded in Standard Minimum Score (KKM). Besides, the students are enthusiastic and comfortable reading English stories with Audiobooks application in the learning process.

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“…In addition, considering the important role of teaching and learning process in the field of Teaching English as a Foreign Language (TEFL), there are controversial issues regarding the repeated use of tests or quizzes in EFL classes. Some educators believe that frequent tests will increase instructional effectiveness and encourage students to study Website: www.ijreeonline.com, Email: info@ijreeonline.com Volume 6, Number 3, September 2021 and review more (Kafipour, Jafari, & Khojasteh, 2018), while some others believe that frequent use of quizzes may not be useful for learners and may led to their frustration and maybe the teachers will rely on testing more than it is needed to motivate students and plan for their own teaching (Safa & Jafari, 2017). Washback studies have been primarily concerned with the teachers' perspectives and have barely addresses this effect from students' points of views (Alderson & Hamp-Lyons, 1996).…”

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The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability

Izadpanh

Abdollahi

2021

IJREE

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This study was an investigation of the washback impacts of task-based assessment on Iranian EFL learners' vocabulary learning and grammatical ability at the intermediate level. For this purpose, 184 male and female students who were in their third year of school were chosen from 12 schools of (X) (X). This election was done via a multistage cluster random sampling technique using the Cambridge Placement Test (2010). All of the sessions were divided into two parts, 20 minutes were considered for teaching grammar and 20 minutes were for teaching vocabulary. The components of this study were Oxford Practice Grammar Intermediate Diagnostic Test and a standard vocabulary test extracted from TOEFL exams between 2017-2020. The researchers prepared a test for every two groups at the end of every three sessions. It was found that by removing the pre-test factor, the covariance, the task-based evaluation's washback impact makes the grammatical and vocabulary learning of students better. Considering the reality that every academic endeavor contains planned testing and evaluation techniques to maximize academic achievement and progress, the findings hint that TBLA as an academic measurement device can nicely replace the traditional evaluation techniques.

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The Washback Effects of Task-based Assessment on the Iranian EFL Learners’ Grammar Development

Cited by 8 publications

References 19 publications

Performance-Based Assessment as a Current Trend in Elt: Investigating Its Washback Effects on Secondary-School Students Learning

Performance-Based Assessment as a Current Trend in Elt: Investigating Its Washback Effects on Secondary-School Students Learning

The Use of Audiobooks in Developing Seventh-Grade Students' Reading Skills (A Case Study for EFL Students)

The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability

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