Factors Influencing Washback of a High-Stakes English-as-a-Foreign-Language Test

Autor/in	Dawadi, Saraswati
Titel	Factors Influencing Washback of a High-Stakes English-as-a-Foreign-Language Test
Quelle	In: TESL-EJ, 25 (2021) 3, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Testing Problems; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; High Stakes Tests; Exit Examinations; Secondary School Students; Parent Attitudes; Student Attitudes; Social Status; Oral Language; Diaries; Economic Factors; Educational Attainment; Parent Background; Political Influences; Cultural Influences; Social Environment; Language Tests; Nepal + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Final examination; Abschlussprüfung; Sekundarschüler; Elternverhalten; Schülerverhalten; Sozialer Status; Oral interpretation; Mündlicher Sprachgebrauch; Diary; Tagebuch; Ökonomischer Faktor; Bildungsabschluss; Bildungsgut; Elternhaus; Political influence; Politischer Einfluss; Cultural influence; Kultureinfluss; Soziales Umfeld; Language test; Sprachtest
Abstract	The effect of high-stakes language tests on teaching and learning a language is usually known as washback. The true nature of test washback can be understood only by taking account of the educational, cultural, political and social contexts in which the test operates. Nevertheless, little research has explored the factors that affect the nature of washback. This paper reports on a study that explored the factors that affect the washback of the Secondary Education Examination (SEE) English test on students and parents in Nepal. The data generated through oral diaries (n=72) and semi-structured interviews with students and their parents (n=24) indicate that several factors including economic factors, social prestige associated with the test performance, parents' educational background, and perceived importance of English affect the nature of a high-stakes tests' washback. Finally, some of the pressing policy, pedagogical and research implications are discussed. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01