THE WASHBACK EFFECT OF TESTING ON STUDENTS’ LEARNING IN EFL WRITING CLASSES

Year 2011, Issue: 153, 43 - 52, 01.09.2011

Esma Şenel Birsen Tütüniş

https://doi.org/10.1501/Dilder_0000000155

Cited By: 1

Abstract

This study displays the literature review that investigates what the drawbacks ofexams are on learning in general, then gives a brief account of a small scaleresearch conducted in two EFL writing classes. There has been extensive researchin related literature on the impact of testing on students learning a foreign language. In practice most of the teachers assess their students with scheduled examswhich they conduct in accordance with the syllabuses prepared at the beginning ofthe semester. The level and form of the negative effects change according to somefactors such as gender, age, the aim and level of learning. This study investigatedthe negative effects of testing and their reasons on elementary level EFL students’writing. The results indicate that learners’ anxiety level increase and their performance decrease when they know that it is an assessment

Keywords

English as a Foreign Language, Testing, Washback, Anxiety

İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN ÖĞRENCİLERİN YAZILI ANLATIM DERSLERİNDEKİ SINAVLARIN ÖĞRENME BAŞARISI ÜZERİNDE OLUMSUZ ETKİLERİ

Abstract

Bu çalışma öncelikle sınavların genel olarak öğrenme üzerindeki olumsuz etkilerinin neler olduğunu inceleyen literatür taramasını göstermekte, sonrasında iseİngilizceyi yabancı dil olarak gören 2 yazma becerileri sınıfında uygulanan küçükçaplı bir araştırma hakkında bilgi vermektedir. Sınavların yabancı dil öğrenenöğrenciler üzerindeki etkileri konusuyla ilgili literatüre çok kapsamlı bir araştırmaolmuştur. Uygulamada, öğretmenlerin çoğu dönem başlarında hazırlanan müfredatla uyumlu olarak hazırladıkları, zamanı belirlenmiş sınavlarla öğrencilerinideğerlendirirler. Negatif etkilerin düzeyi ve yapısı cinsiyet, yaş, öğrenmenin amacıve düzeyi gibi faktörlere bağlı olarak değişir. Bu çalışma İngilizceyi yabancı dilolarak gören başlangıç düzeyindeki öğrencilerinin yazma becelerileri üzerindesınavların olumsuz etkilerini ve nedenlerini araştırmaktadır. Araştırmanınsonuçları, öğrencilerin sınav olduklarını bildikleri zaman kaygı düzeyinin arttığınıve performanslarının düştüğünü göstermektedir

Keywords

Yabancı dil olarak İngilizce, sınav, olumsuz transfer, kaygı

References

• Amrein, A. T. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership.
• Aydın, S. (2009). Test Anxiety among Foreign Language Learners: A Review of Literature. Journal of Language and Linguistic Studies.
• Blau, A. (1955). A unitary hypothesis of emotion: Anxiety, Emotions of Displeasure,and Affective Disorders. Psychoanalytic Quarterly, 75-103.
• Browen Cowie, B. B. (1999). A model of formative assessment in science education. In Assessment in Education (pp. 101-116).
• Brown, H. D. (2004). Language Assessment, Principles and Classroom Practices. USA: Longman.
• Buck, G. (1988). Testing listening comprehension in Japanese university entrance examinations. JALT Journal, 12-42.
• Cimbricz, S. (2002). State-mandated testing and teachers’ beliefs and practice. Education Policy Analysis Archives, 1-22.
• Cohen, A. D. (1994). Assessing language ability in the classroom.
• Crooks, T. (September 13-15 2001). The Validity of Formative Assessments. British Educational Research Association Annual Conference.
• David J. Nicol, D. M.-D. (2005). Formative assessment and self-regulated learning. In a model and seven principles of good practice (pp. 199-218).
• E. K. Horwitz, M. B. (1986). Foreign language classroom anxiety. Modern Language Journal, 125-132.
• Education, H. D. (1999). Assessment Terminology.
• G. M. Jones, B. D. (1999). The impact of high-stakes testing on teachers and students in North. 199-2003.
• Ganschow, R. J. (1991). Foreign language learning differences: Affective or native language aptitude. The Modern Language Journal, 2-16.
• Gardner, P. D. (1991). Language anxiety: Its relation to other anxieties and to processing in native and second languages.
• Gardner, R. C. (1985). Social Psychology and second language learning: The role of attitudes and motivation. London.
• Herman, D. D.-B. (1986). Assessing students achievement. Los Angeles.
• Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
• Huhta, A. (2010). The Handbook of Educational Linguistics. UK: Oxford.
• Jones, C. B. (1998). Enyclopedia of Bilingualism and Bilingual Education. UK.
• Madaus, T. K. (1991). National testing. 87-93.
• Oller, J. W. (1979). Language tests at school: A pragmatic approach. London: Longman.
• Palmer, L. F. (1996). Language testing in practice. New York: Oxford University Press.
• Palmer, L. F. (1996). TOEFL preparation courses, a study of washback. 280-297.
• Paul Black, D. W. (1998). Assessment and classroom learning.
• Pimsleur, P. (1966). Pimsleur Language Aptitude Battery. New York.
• Rowntree, D. (1987). Assessing students: How shall we know them. London.
• Sapon, J. B. (1958). Modern Language Aptitude Test. New York: The Psychological Corporation.
• Shepard, L. A. (2005). Formative assessment: Caveat emptor. ETS Invitational Conference. New York.
• Smith, K. F. (1987). Effects of Testing on Teachig and Learning. James Cook University of North Queensland.
• Smith, L. M. (1991). Put to the test: The effects of external testing on teachers. Educational Researcher, 8-11.
• Stiggins, R. J. (1994). Student-Centered Classroom Assessment. New York.
• Tobias, S. E. (1994). Exploring the relationship of test anxiety and metacognition on reading test performance. An International Journal, 85-96.
• Urdan, S. G. (2000). Policies and practices of high-stakes testing that influence teachers and schools. Issues in Education.
• Wall, J. C. (1993). Does washback exist? Applied Linguistics, 115-129.
• Wilson, H. D. (1991). Testing, reform and rebellion. Norwood.
• Yıldırım, Ö. (2010). Washback Effects of a High-Stakes University Entrance Exam. Asian EFL Learners, 92-116.
• Young, E. K. (1991). Language anxiety: From theory and research to classroom implications.