Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes

Green, Anthony

doi:10.1016/j.asw.2006.07.002

Cited by 57 publications

(67 citation statements)

References 9 publications

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“…Shohamy et al (1996) found that changes in a national EFL test in Israel created a major impact on teaching activities, time devoted for test preparation, and production of teaching materials. In a study of Chinese students preparing for the IELTS course in the UK, Green (2006) found that teachers teaching for the test had a greater impact on learners' learning outcomes than teachers in non-IELTS courses. In Boardman and Woodruff's (2004) study of the impact of a new instructional practice in a state-wide student assessment in the USA, the high-stakes assessment had impacted on teaching practices regarding which teaching components to implement, how often to use these components, and what materials to utilise for test preparation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The focus of washback research has shifted over the past few years from an emphasis on high-stakes international English language testing preparation courses (e.g., Alderson and Hamp-Lyons 1996;Green 2006;Read and Hayes 2003) to attention to test stakeholders' perspectives, particularly those regarding assessment, learning, and teaching in school (e.g., Cheng et al 2011;Chou 2015). Washback effects can be positive, negative, or both.…”

Section: Literature Reviewmentioning

confidence: 99%

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Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan

Chou¹

2017

Asian. J. Second. Foreign. Lang. Educ.

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High-stakes testing has frequently exerted a strong influence on teaching and learning in educational contexts. In 2012, the Ministry of Education passed legislation that made the new Test of English Listening Comprehension a requirement for the University Entrance Examination. The present study investigated how far the launch of the new English listening test has impacted on English teachers and their instructional practices in senior high school. This research involved a semi-structured interview with 20 senior high school English teachers in Taiwan. The findings revealed a complicated entanglement of external and internal factors that influenced the degree and intensity of test impact on teachers and teaching. The new national English listening test was found to have both positive and negative effects on teachers. While how the listening instruction was delivered was affected by teachers' pedagogic knowledge and past experiences in teaching and learning, the frequency of instructional practice was constrained by the key stakeholders, such as parents' and students' expectations.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan

Chou¹

2017

Asian. J. Second. Foreign. Lang. Educ.

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“…Research investigating the consequential validity of the IELTS Test has considered washback on teaching practices (Green 2006b(Green , 2007Mickan & Motteram 2008), teaching materials (Saville & Hawkey 2004), learners' approaches to test preparation (Brown 1998;Elder & O'Loughlin 2003;Green 2007;Read & Hayes 2003;Mickan & Motteram 2009), learner perspectives on IELTS preparation course expectations and outcomes (Green 2006a) and score gain (Elder & O'Loughlin 2003;Green 2007;Humphreys et al 2012;O'Loughlin & Arkoudis 2009).…”

Section: Ielts Washback Studiesmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Allen

2016

Lang Test Asia

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Background: This study investigated the consequential validity of the International English Language Testing System (IELTS) Academic exam, specifically focusing on washback upon learners' test preparation strategies and score gain, and the mediating factors influencing washback when learners in an EFL context are not enrolled in test preparation courses. Methods: Two IELTS Tests were administered to 190 undergraduates at a Japanese university over a 1-year period. A survey instrument was used to collect data about test preparation strategies for both tests. Test scores were compared to assess score gain. Interviews were conducted with 19 participants to investigate the factors mediating washback.

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“…In the recent years the study of washback has taken different angles. Researchers have shown interest of obtaining the washback effect of standard tests such as IELTS or the TOEFL tests (Saif, 2006;Green, 2005;Qi, 2004 andHamp-Lyons, 1996). Apart from these studies there are different studies of washback on other skills in non-native contexts (Shih, 2007;Andrews et al 2001;Badders, 2000 andHerman andGolan, 1993).…”

Section: Review Of Related Literaturementioning

confidence: 99%

A Comparative Analysis of IELTS and TOEFL in an Iranian Context: A Case Study of Washback of Standard Tests

Zafarghandi

Nemati

2015

TPLS

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Abstract-Having desired results represents a type of success on what the teachers and the learners have been working on. In order to obtain the correlation of the standard tests of IELTS and TOEFL 120 applicants have been selected. They were grouped under IELTS study phase and non-IELTS study group and also TOEFL study group and non-TOEFL study group. The applicants were at C1, C2, and B2 level of CEFR in the first group and Advanced and intermediate high of ACTFL Proficiency Guidelines. The applicants received treatment and took six tests along with a pretest and a post test. Therefore, there were four groups in the study as receiving the treatment and the placebo thereof. Besides, the applicants were interviewed in order to get their ideas and personal attitudes to the success or failure of standard exams. In order to do so a questionnaire was developed and its reliability and validity was gauged. The results of the testing procedure represents more plausible scores on IELTS test results. This could be attributed to the recent trend among Iranian graduate and post graduate learners to IELTS exam. The results of the total study reveals the idea of teaching to the test and studying for the test which verifies the washback of the tests and reflects washback on teaching and learning.

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Washback to the learner: Learner and teacher perspectives on IELTS preparation course expectations and outcomes

Cited by 57 publications

References 9 publications

Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan

Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan

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

A Comparative Analysis of IELTS and TOEFL in an Iranian Context: A Case Study of Washback of Standard Tests

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