English Language Teachers’ Perceptions of Involvement in High-Stakes Testing in Turkey

Dikilitaş, Kenan; Dollar, Yeşim Keşli; Mede, Enisa

doi:10.1007/978-3-319-77177-9_13

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…Menken (2006) found that high-stakes tests become de facto language policy in schools, and Solórzano (2008) showed high stakes tests as currently constructed are inappropriate for English language learners. However, Dikilitaş, Dollar and Mede (2018) found that English language teachers are often involved in the different stages of test preparation, and that this involvement has a positive impact on their testing knowledge and skills. Yet, such impact on students learning has been criticized due to the merely test-driven nature of students learning.…”

Section: Specific English Language Instruction Changementioning

confidence: 99%

Gender Effect in Using Strategies for Learning English Language: A Context of Aliya Madrasa Education in Bangladesh

Ashraf

2022

ijole

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Language learning strategies can be referred to a number of effective techniques, conscious behaviors or steps for proper acquisition of a second language. Several studies reported that females use more language learning strategies than males do, while some other research opined that there were no significant differences in the usage of learning strategies across genders. In Bangladesh, Aliya Madrasa students learn English language as a compulsory subject from Ebtedayi level that is equivalent to primary level and continues until Dakhil level which is equivalent to secondary school certificate level. However, from the very recent report of BANBEIS and World Bank of 2015 it has been observed that the English language proficiency level of the students of Aliya madaras are far below the acceptable level. The English language proficiency of the female Aliya madrasa students are more disappointing. Therefore, the researcher endeavors to identify weather differences exist between male and female English language learners of Aliya Madrasa in using different strategies to learn a second language. This study was conducted through a questionnaire survey and telephone interviews in which the researcher has made efforts to find out the various learning strategies applied by male and female learners ( at madrasa ) for successful acquisition of a second language. 160 learners of four different Aliya Madrasas participated in the study. Data were collected using a questionnaire adapted and modified from SILL (Oxford 1990) i.e., Strategy Inventory of language learning. Besides identifying the different kinds of strategies, the researcher also provides suggestions and recommendations for improving English language learning at Dakhil level, which will facilitate updating the education system in question and help the stakeholders to bring qualitative changes in the students’ learning outcome.

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Section: Specific English Language Instruction Changementioning

confidence: 99%

Gender Effect in Using Strategies for Learning English Language: A Context of Aliya Madrasa Education in Bangladesh

Ashraf

2022

ijole

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“…This is likely to be associated with a need for reflection on what possibly causes these problems, by which significant changes can be made accordingly. Besides, according to Dikilitaş (2015), action research is a reflective teaching approach that could substantially enhance EFL teachers' selfefficacy beliefs.…”

Section: Strategies Of Reflective Teachingmentioning

confidence: 99%

Vietnamese EFL Teachers’ Perceptions and Practices of Reflective Teaching as a Tool for Professional Development

Tuan

2021

REiLA Journal

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Growing professionally is considered a crucial goal that language teachers may wish to achieve in their teaching careers. Although tools for professional development can be varied in different contexts, reflective teaching as an essential and ongoing job is likely to be among the most common ones. The contributions of reflection on pursuing teacher professional development have been proved in numerous studies. However, research on the views and implementation of such a tool by EFL teachers in the Vietnamese context is insufficient. To narrow this gap, this descriptive study was conducted to investigate Vietnamese EFL teachers’ perceptions and practices of reflective teaching as a tool for teacher professional development. A mixed-methods design was employed to collect both quantitative and qualitative data for the study. Specifically, quantitative data were obtained through a questionnaire, and qualitative data were attained using a semi-structured interview. As regards participants, twenty-five university EFL teachers in the Mekong Delta of Vietnam participated in this study. The results indicated that the participants held positive perceptions towards reflective teaching and perceived it to be “very significant” to teacher professional development. Nevertheless, it was found that their overall level of reflective practices was identified as “average”. By comparison, a statistically significant difference between the participants’ perceptions and practices of reflective teaching was observed. The results also showed that the participants’ strategies of reflecting on their teaching practices were not diverse, with sharing classroom experiences with colleagues and conducting peer observation being the popularly used ones.

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“…The results of interview among the parties to their expectation about the new test showed many positive comments. Dikilitaş, Dollar, and Mede (2018) also interviewed the expectation from university teachers in Turkey who involved in language preparation test. The result showed that teachers' involvement gives positive impacts to the quality of the test and learning process as the researchers found gap between the content and the goal of the test and the learning practices.…”

Section: Bringing Out the Positive Washback Of Language Testingmentioning

confidence: 99%

Understanding Language Testing Impacts in Optimizing Its Positive Washback

Rahmatillah

Fajrita²,

Rahma

et al. 2021

IJELR

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This article aims to discuss the impacts of language testing on someone’s personal life continuance and how language teachers should compromise to this reality and bring out the positive impacts that language testing can have on language learning (positive washback). The rationale of position of language testing in determining the flow of education, job and movement is firstly reviewed and then the cases of language testing impacts on various contexts is explored from previous studies. We then try to point out the main keys to maintain and optimize the positive washback from the existence of language testing. The consideration includes a good coordination between test producers, teachers and test-takers. Teachers, in addition, should provide follow-up teaching activities from the results of the students’ tests.

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English Language Teachers’ Perceptions of Involvement in High-Stakes Testing in Turkey

Cited by 3 publications

References 13 publications

Gender Effect in Using Strategies for Learning English Language: A Context of Aliya Madrasa Education in Bangladesh

Gender Effect in Using Strategies for Learning English Language: A Context of Aliya Madrasa Education in Bangladesh

Vietnamese EFL Teachers’ Perceptions and Practices of Reflective Teaching as a Tool for Professional Development

Understanding Language Testing Impacts in Optimizing Its Positive Washback

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