Washback effects from a high-stakes examination on out-of-class English learning: insights from possible self theories

Zhan, Ying; Andrews, Stephen

doi:10.1080/0969594x.2012.757546

Cited by 53 publications

(76 citation statements)

References 19 publications

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“…These findings align closely with previous observations about how tests can raise learners' awareness of their strengths and weaknesses and motivate learning (e.g., Tsagari 2007, Zhan & Andrews 2014. Washback can thus be observed on behaviour and attitudes both before and after taking the test (Bachman & Palmer 1996;Bailey 1999).…”

Section: Perceived Difficultysupporting

confidence: 90%

“…For example, two participants (P11, P14) said that they listened to English not for the test but because they liked listening to particular programs (e.g., TED Talks). Similar findings were reported in Zhan and Andrews (2014) who noted that content of test preparation is partially directed by learners' interests. Also, factors related to the learning environment, such as the time available and concurrent English classes, played a role.…”

Section: Other Factorssupporting

confidence: 88%

“…Thus, in instructed contexts, learners are 'apprenticed into the semiotic activities connected with the IELTS examination' (p.23). A similar narrowing of the curriculum has been observed in preparation courses for TOEFL (Wall & Horak 2011) as well as other regional English language exams (Gosa 2004;Shih 2007;Stoneman 2006;Xie 2013;Zhan and Andrews 2014;Zhan & Wan 2016).…”

Section: Ielts Washback Studiessupporting

confidence: 61%

“…Washback studies have revealed that beliefs, educational experience and contextual circumstances mediate washback to learners and learning (Gosa 2004;Xie & Andrews 2012;Zhan & Andrews 2014;Zhan & Wan 2016). Participants' characteristics and values, including their knowledge and understanding of the test, resources to meet the test demands and their acceptance of these demands, as well as their perceptions of test importance and test difficulty, may all mediate washback (Green 2007).…”

Section: Mediating Factors In Washbackmentioning

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%

See 4 more Smart Citations

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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Section: Perceived Difficultysupporting

confidence: 90%

Section: Other Factorssupporting

confidence: 88%

Section: Ielts Washback Studiessupporting

confidence: 61%

Section: Mediating Factors In Washbackmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Allen

2016

Lang Test Asia

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An Emerging Path to English in Korea

Lee¹

2019

The Handbook of Informal Language Learning

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Test Preparation in the Accountability Era: Toward a Learning‐Oriented Approach

Gebril

2016

TESOL Journal

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The article introduces a learning-oriented approach to test preparation that could help in easing the tension between learning and assessment. The first part of the article discusses the different concepts that are usually used in the context of test preparation. The second section reports on the literature pertaining to the effects of test preparation on teaching, learning, and test performance. The article also attempts to differentiate between appropriate and unhealthy practices and show the intricate differences between these concepts. In conclusion, the author suggests a number of guidelines for different stakeholders about how to conduct test preparation activities effectively and how to avoid the common pitfalls when carrying out this task. These guidelines focus specifically on how to develop and carry out test preparation activities that are learning-oriented, how to develop assessment tasks that discourage inappropriate test preparation practices, and how to use strategies for promoting professionally sound test preparation activities.

show abstract

Washback effects from a high-stakes examination on out-of-class English learning: insights from possible self theories

Cited by 53 publications

References 19 publications

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

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

An Emerging Path to English in Korea

Test Preparation in the Accountability Era: Toward a Learning‐Oriented Approach

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