Teacher and student washback on test preparation evidenced from Taiwan’s English certification exit requirements

Pan, Yi-Ching; Newfields, Timothy

doi:10.5172/ijpl.2011.6.3.260

Cited by 15 publications

(10 citation statements)

References 6 publications

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“…A growing body of empirical studies has investigated the impact of the English language graduation requirement policy on language learning and teaching in Taiwan. Most studies have examined the viewpoints of students and teachers from technical colleges (e.g., Chu, ; Hsu, ; Pan, ; Pan & Newfields, ; Shih, , ; Tasi & Tsou, ). Few studies have included perceptions of stakeholders from general universities (e.g., Chen, ; Vongpumivitch, ; Wu, ).…”

Section: Research Contextmentioning

confidence: 99%

The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC^® Tests as a Condition of Graduation

Hsieh

2017

ETS Research Report Series

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Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service.The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. ETS Research Report Series ISSN 2330-8516 R E S E A R C H R E P O R T The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC ® Tests as a Condition of Graduation Ching-Ni HsiehEducational Testing Service, Princeton, NJ This study uses online surveys and phone interviews with Taiwanese college students to investigate their perceptions of using the TOEIC ® test scores to meet an English-language graduation requirement. Results indicate that students have positive views about the use of the TOEIC test scores for graduation and believe that preparing to take the test has a positive impact on their language proficiency and future employment prospects. The TOEIC test scores are also perceived favorably by the participants as having high levels of reliability and validity. The study provides empirical evidence to support the use of the TOEIC test as a high-stakes test for college exit requirement in Taiwan and has implications for similar test use in other countries

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Section: Research Contextmentioning

confidence: 99%

The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC^® Tests as a Condition of Graduation

Hsieh

2017

ETS Research Report Series

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“…After reviewing relevant literature and prior empirical evidence (e.g. Tsai & Tsou, 2009;Pan & Newfields, 2011Shih, 2012Shih, , 2013Hsieh, 2017;Wu & Lee, 2017) related to students' voices on the English graduation benchmark policy, a questionnaire survey was developed with two sections. The first section contains respondents' demographics (i.e.…”

Section: Questionnaire Design and Pilot Studymentioning

confidence: 99%

An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

Pham

Bui

2019

Lang Test Asia

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Despite the wide implementation of English graduation benchmark policy in Vietnam, students' voices on this one-size-fits-all policy have still been under-researched and under-represented. The purpose of this research, therefore, is twofold. The first is to examine whether any differences actually exist among Northern, Central and Southern Vietnamese students' voices on the policy because these three regions represent heterogeneous characteristics ranging from cultures to English learning conditions to socioeconomic backgrounds. The second is to investigate how these students at elementary, intermediate and upper intermediate levels perceive the policy. Drawing a sample of 902 students in these three regions, the study adopted a quantitative approach in the form of a questionnaire survey. One-way analysis of variance (ANOVA) and Hochberg's GT2 post hoc tests yielded significant differences in students' voices on the 'Benefits' and 'Anxiety' factors. Following the English proficiency levels in each region, a multivariate analysis of variance (MANOVA) and the Bonferroni method also showed variations in students' voices on the 'Benefits', 'Anxiety' and 'Test-oriented learning' factors. The findings hope to give dissenting voices to stakeholders including the Ministry of Education and Training (MOET), policy makers, higher education institutions (HEIs) and teachers to adjust the policy and come up with innovative pedagogical strategies.

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“…The common finding is that although there are some exceptions that might be called teacher-specific variations (e.g. Pan & Newfields, 2011), the great majority of the teachers tend to teach to the test (or teach what is tested), narrowing the curriculum to the skills to be tested. In other words, they consider the content (language areas and skills) and the format (multiple choice questions etc.)…”

Section: Anxietymentioning

confidence: 99%

“…The results indicated that although there were variations in teachers' individual practices, teachers intentionally focused on practicing speaking skill through tasks and activities similar to the ones tested in the exams and provided students with the opportunity to practice speaking. Pan and Newfields (2011) analyzed the effects of English certification exit examination on teachers and students. Based on the self-reports obtained, the results indicate that teachers devote little amount of preparation for the test, do not change their practices in the classroom and are willing to focus on basic language skills although students express the need for explicit instruction and activities that focus on the exam.…”

Section: Literature Reviewmentioning

confidence: 99%

Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom

Kılıçkaya

2016

lsmll

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The aim of the article is to investigate the effects of the foreign language section of TEOG (Transition Examination from Primary to Secondary Education) on language teacher practices in the classroom. The participants of the study include 30 English language teachers working at lower secondary schools in Turkey. The results of the study indicate that language teacher practices in the classroom are greatly affected by several factors such as the style and content of the language exam. The main harmful washback of this exam is found to be the neglect of teaching several skills such as listening, speaking, and writing as these skills are not assessed, and stakeholders such as students and parents require reasonable level of success on these texts. Some other factors negatively affected have been found to be the selection of course books, the medium of instruction, classroom assessment as well as anxiety.

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Teacher and student washback on test preparation evidenced from Taiwan’s English certification exit requirements

Cited by 15 publications

References 6 publications

The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC^® Tests as a Condition of Graduation

The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC^® Tests as a Condition of Graduation

An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom

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Teacher and student washback on test preparation evidenced from Taiwan’s English certification exit requirements

Cited by 15 publications

References 6 publications

The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC® Tests as a Condition of Graduation

The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC® Tests as a Condition of Graduation

An exploration of students’ voices on the English graduation benchmark policy across Northern, Central and Southern Vietnam

Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom

Contact Info

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The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC^® Tests as a Condition of Graduation

The Case of Taiwan: Perceptions of College Students About the Use of the TOEIC^® Tests as a Condition of Graduation