The Washback of the TOEFL iBT in Vietnam

Autor/in	Barnes, Melissa
Titel	The Washback of the TOEFL iBT in Vietnam
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 7, S.158-174, Artikel 10 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Language Tests; Language Proficiency; English (Second Language); Second Language Instruction; Online Courses; Observation; Language Teachers; Instructional Materials; Internet; Technology Uses in Education; Educational Technology; Program Effectiveness; Curriculum; Teaching Methods; Second Language Learning; Case Studies; Vietnam; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Ausland; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Online course; Online-Kurs; Beobachtung; Language teacher; Sprachunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Case study; Fallstudie; Case Study
Abstract	Washback, or the influence of testing on teaching and learning, has received considerable attention in language testing research over the past twenty years. It is widely argued that testing, particularly high-stakes testing, exerts a powerful influence, whether intended or unintended, positive or negative, on both teachers and learners. This article investigates the washback effects of a high-stakes English language proficiency test, the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT), in Vietnam. Vietnam, a developing country whose educational philosophies differ from those underpinning the TOEFL iBT, provided a unique context to explore the test's washback. In the course of this study, four teachers were observed and teaching materials were collected from educational institutions in Vietnam. The study revealed that the TOEFL iBT influenced both what the teachers taught and how they taught but its effects were mediated by the use of test preparation materials. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01