Working for washback: a review of the washback concept in language testing

Bailey, Kathleen M.

doi:10.1177/026553229601300303

Cited by 284 publications

(306 citation statements)

References 13 publications

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“…FIGURE 1. The Basic Model of Washback by Bailey (1996) Volume 14(3), (http://dx.doi.org/10.17576/GEMA-2014-1403 ISSN: 1675-8021 Bachman and Palmer (1996) took a different approach for investigating the impact of washback at the micro and macro levels. They used the same categorization as Bailey"s but investigated the test impact at the micro level, i.e.…”

Section: Theoretical Discussionmentioning

confidence: 99%

The Washback Effect of the General Secondary English Examination (GSEE) on Teaching and Learning

et al. 2014

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This paper reports on a study investigating the washback effect of the General Secondary English Examination (hereinafter referred to as GSEE), a high-stakes exit test for secondary school students (12 th grade) in Yemen. The main aim of this study is to gain preliminary insights into the relationship between teaching and learning factors affected by the washback effect. It focuses on eight pedagogical dimensions: four of them concerned the teachers (teaching methods, teaching experiences, content assessment, and beliefs) and four concerned the students (learning styles, learning activities, attitudes and motivation). A semi-structured interview was conducted with three English teachers who have over ten years of teaching experience. Based on the interview, a questionnaire was constructed and then administered to 30 Yemeni English teachers of the 12 th grade English classes. The data were analysed using SPSS software, version 20. The results showed that the test had a great influence on the learners and teachers mainly on teaching methodology and on learning styles. Triangulation with the qualitative data confirmed the findings. Hence, the study provides a clear evidence of the washback effect of the exam on the components of the language teaching-learning processes in Yemen and its influence on what and how the teachers teach, and the learners learn.

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Section: Theoretical Discussionmentioning

confidence: 99%

The Washback Effect of the General Secondary English Examination (GSEE) on Teaching and Learning

et al. 2014

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“…Thus, whether a test creates positive or negative washback is determined initially by the overlap of test items with the Target Language Use (TLU) domain (Green 2007;Messick 1996). However, washback is manifested through the interaction between the test and the various participants, processes and products (Bailey 1996;Hughes 2003), and thus researchers must provide evidence of washback in contexts in which the tests are actually being used.…”

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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“…Para explicar o mecanismo de funcionamento do efeito retroativo e as múltiplas inter-relações entre participantes, processo e produto, Bailey (1996) propõe um modelo básico de efeito retroativo (Figura 1).…”

Section: Souza P R | O Efeito Retroativo Do Eplis Nas Percepções Dunclassified

“…Assim como Bailey (1996), faz uma diferenciação entre efeito retroativo no aluno, relacionado ao o que os alunos aprendem, como eles aprendem, o ritmo, a sequência, o grau e o aprofundamento da aprendizagem, e efeito retroativo no programa, que afeta o conteúdo, a metodologia e a abordagem adotada pelo professor em sala de aula. também apresenta uma metodologia de estudo com o objetivo de compreender a complexidade do efeito retroativo.…”

Section: Souza P R | O Efeito Retroativo Do Eplis Nas Percepções Dunclassified

O efeito retroativo do EPLIS nas percepções de professores

Souza

2017

Braz. Engl. Lang. Teach. J.

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RESUMO O EPLIS (Exame de Proficiência em Inglês Aeronáutico do Sistema de Controle do Espaço AéreoBrasileiro) foi desenvolvido para atender à política linguística da Organização da Aviação Civil Internacional, no que tange à avaliação do nível de inglês de controladores de tráfego aéreo e operadores de estação aeronáutica. Considerado um exame de alta-relevância, nos seus 7 primeiros anos de implementação, o EPLIS estava restrito aos profissionais em serviço. Porém, em 2014, controladores de tráfego aéreo em pré-serviço começaram a se submeter ao teste no último semestre do curso de formação. Este estudo buscou analisar os efeitos retroativos do EPLIS nas percepções dos professores de língua inglesa do curso de formação em Controle de Tráfego Aéreo. Os professores responderam a um questionário sobre a influência do EPLIS em diversos aspectos do ensino e aprendizagem de inglês. Foi feita uma análise estatística descritiva dos dados, e os resultados apontaram que a experiência no ensino de inglês aeronáutico e o conhecimento sobre o exame interagem com a intensidade do efeito retroativo.Palavras-chave: Política Linguística da OACI; efeito retroativo; percepções de professores. The washback effect of EPLIS on teachers' perceptions ABSTRACTThe Aviation English Proficiency Exam for the Brazilian Airspace Control System (EPLIS) was developed in compliance with the International Civil Aviation Organization (ICAO) language policy regarding the assessment of English language proficiency for air traffic controllers and aeronautical station operators. A high-stakes test by any account, EPLIS was delivered only to in-service air traffic personnel for the first 7 years. In 2014, however, pre-service air traffic controllers started sitting EPLIS in the last semester of their two-year training program. This study aimed at investigating the washback effect of EPLIS on the English teachers' perceptions in an Air Traffic Control Initial Training Program. Teachers responded to a questionnaire about the influence of EPLIS on different aspects of language teaching and learning. A descriptive statistical analysis was carried out and the results showed that Aviation English teaching experience and knowledge about the exam interact with washback intensity.

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Working for washback: a review of the washback concept in language testing

Cited by 284 publications

References 13 publications

The Washback Effect of the General Secondary English Examination (GSEE) on Teaching and Learning

The Washback Effect of the General Secondary English Examination (GSEE) on Teaching and Learning

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

O efeito retroativo do EPLIS nas percepções de professores

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