Washback of the performance-based test of reading for EFL learners

Wiyaka, Wiyaka

doi:10.30659/e.5.2.202-213

Cited by 4 publications

(5 citation statements)

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“…The process of learning and progress and learning outcomes can all be assessed authentically by instructors. As a result, authentic assessment is the process of gathering, reporting, and utilizing data on the learning consequences of students while employing assessment, incessant execution, and genuine, precise, and reliable evidence as a form of public responsibility (Wiyaka, 2020).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Promoting self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in EFL classrooms

2023

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The present research tried to prompt self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in Iranian EFL classrooms. To do so, 57 Iranian EFL learners were chosen and assigned to two equal groups; the Experimental Group (CG) and the Control Group (CG). Then, three questionnaires were administered to assess the respondents’ self-regulated learning, autonomy, and self-efficacy before doing the treatment. After that, the EG received the treatment via using authentic assessments whereas the CG received the instruction through non-authentic assessments. After teaching 15 English passages to both groups, three post-tests were administered to them to determine the effects of the treatment on their self-regulated learning, autonomy, and self-efficacy. Lastly, the attitude questionnaire was given to the EG students to assess their attitudes toward implementing authentic assessments in EFL classes. The outcomes of ANCOVA revealed that there were significant differences between the post-tests of the EG and the CG. The results displayed that the EG noticeably outdid the CG in self-regulated learning, autonomy, and self-efficacy post-tests. In addition, the results showed that the EG held a positive attitude toward using authentic assessment in EFL classes. It can be concluded that applying authentic assessment in EFL classes can bring about constructive impacts for EFL learners. The findings of this investigation can be extremely valuable for EFL teachers and material designers to consider the impacts of authentic assessments and invest more in using these sorts of assessments.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Promoting self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in EFL classrooms

2023

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“…According to Wiyaka (2020), Scholars have long acknowledged the impact of examinations on teaching and learning, also referred to as washback. High-stakes testing, however, typically addresses studies on washback.…”

Section: Related Studies 241 Foreign Studiesmentioning

confidence: 99%

Efl Teachers’ Practices of Their Testing Reading Comprehension and Their Perceptions of Its Washback Effects

Bac

Dan

2022

EJALS

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This study aims to investigate two issues. Firstly, it explores English as a foreign language (EFL) high school teachers’ practices of testing and washback in teaching reading comprehension. Secondly, their perceptions of its washback effects are scrutinized. Content analysis, questionnaires, and semi-structured interviews were employed to collect data. Sixty teachers at some high schools in Can Tho City, Vietnam were contacted to answer the questionnaire. In the end, five of them were selected to take part in the interviews. The findings indicated that designing tests has a beneficial impact on reading for EFL learners in the areas of students' passion for reading, decreasing reading boredom, students' interest in reading text content, and students' development of thinking skills. It has an impact on the teachers' time allotment, teaching strategies, and instructional materials. Article visualizations:<img src="/-counters-/edu_01/0979/a.php" alt="Hit counter" />

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“…Moreover, portfolios provide students with unique chances to foster their learning (Charvade, Jahandar, & Khodabandehlou, 2012). In reading for example, portfolios can enhance students' reading strategy, encourage them to read, change students' learning attitude positively, foster autonomy in their learning (Suryoputro & Akip, 2016), decrease students' boredom, improve their curiosity, and increase higher order thinking skills (Wiyaka, 2020).…”

Section: Portfoliomentioning

confidence: 99%

“…Mostly, washback is mainly related to high-stakes tests which result in significant decisions affecting other sectors. Therefore, researches regarding the washback of alternative tests are perceived as important to discover how different kinds of tests make changes in EFL classes (Wiyaka, 2020). This article is aimed at discussing how to facilitate positive washback in EFL assessment by employing authentic assessment in EFL classes.…”

Section: General Introductionmentioning

confidence: 99%

Facilitating Positive Washback through Authentic Assessment in EFL Assessment

Atmojo¹

2021

acit.j.teach.educ.

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Washback has become a main concern for researchers in the field of language testing proven by numerous studies which have been done. The degree, nature, and scope of washback depend on the kinds of tests employed and the contexts where the tests are administered. This present article is aimed at discussing how authentic assessment brings positive washback in EFL assessment. It is only a literature review, not an empirical research article. This article limits and focuses the discussion on the washback at micro level which means the test effects on teaching and learning at classroom level. It addresses how authentic assessment leads to positive washback in EFL assessment. It also discusses how each form of authentic assessment can uniquely generates positive washback in EFL assessment. In conclusion, authentic assessment brings positive washback in EFL classes. It links classroom instructions to students’ real-world experiences. It is suggested for EFL teachers to be literate of how to facilitate positive washback in EFL assessment and how to employ authentic assessment in assessment practices. Some kinds of further researches are also encouraged.

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Washback of the performance-based test of reading for EFL learners

Cited by 4 publications

References 5 publications

Promoting self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in EFL classrooms

Promoting self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in EFL classrooms

Efl Teachers’ Practices of Their Testing Reading Comprehension and Their Perceptions of Its Washback Effects

Facilitating Positive Washback through Authentic Assessment in EFL Assessment

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