A Comparative Washback Study of IELTS and TOEFL iBT on Teaching and Learning Activities in Preparation Courses in the Iranian Context

Autor/in	Erfani, Shiva Seyed
Titel	A Comparative Washback Study of IELTS and TOEFL iBT on Teaching and Learning Activities in Preparation Courses in the Iranian Context
Quelle	In: English Language Teaching, 5 (2012) 8, S.185-195 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Language Tests; English (Second Language); Second Language Learning; Testing Problems; Test Use; Communicative Competence (Languages); Teaching Methods; Comparative Analysis; Teacher Attitudes; Interviews; Qualitative Research; Statistical Analysis; Computer Assisted Testing; Learning Activities; Foreign Countries; Second Language Instruction; Factor Analysis; Questionnaires; Student Attitudes; Observation; Iran; International English Language Testing System; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Testanwendung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Interviewing; Interviewtechnik; Qualitative Forschung; Statistische Analyse; Lernaktivität; Ausland; Fremdsprachenunterricht; Faktorenanalyse; Fragebogen; Schülerverhalten; Beobachtung; Language tests; Englisch
Abstract	One consequence of test use in the English-language teaching community is the negative washback of tests on teaching and learning. Test preparation courses are often seen as part of the more general issue of washback. IELTS and TOEFL iBT tests, focusing on communicative competence, are anticipated to have positive washback effect on how English is taught and learned. This study was a triangulation research to compare the washback of IELTS and TOEFL iBT on teaching and learning activities in test preparation courses. To this end, questionnaires survey with 40 IELTS and iBT teachers, 220 IELTS and TOEFL iBT students, and also ten class observations and ten teachers' interviews were called upon and the related data were analyzed quantitatively and qualitatively. The results showed evidence of both negative and positive washback in the relevant courses. Generally, in both courses the class time was more characterized by the negative influence of the test although IELTS classes seemed to promote more positive washback than TOEFL iBT did on class activities. While the TOEFL iBT preparation courses appeared to address a wider range of activities for academic study, IELTS preparation courses provided more opportunities for learners' interactions and communications in line with the test activities. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01