The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey

Betül Ayşe Sayın; Musa Mükerrem Aslan

doi:10.17275/per.16.02.3.1

EN

The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey

Abstract

This study aims to explore the perceptions of English Language Teaching department freshman students in … towards Undergraduate Placement Examination of English termed LYS-5 and display the problems in the content and structure of this standardized test. LYS-5 examination is taken by thousands of … high school seniors every year who would like to be language teachers or professionals. However, the accuracy and effectiveness of this exam has always been an issue. Major criticism to the exam structure is that students who prepare for the exam overwhelmingly focus on grammar, vocabulary and reading, and they tend to disregard other language skills (Özgün, 2010). Considering the problems in the structure of the test and taking the importance of the examination for students into account, a survey was prepared and delivered to 74 ELT students from two different universities. The data results revealed the necessity of a newly constructed LYS-5 in … by taking the worldwide accepted English examinations into account. The findings profoundly reflect that there are neglected major skills which are excluded not only from the LYS-5 exam but also from the studies and in-class practices of the students and teachers. Language examinations need to be improved as the teaching methods and learning processes differ in the course of time. While the sphere of the study is not very wide, it is aimed to contribute to the existing studies, and to emphasize the emergency of the problem.

Keywords

English language exam,standardized tests,undergraduate placement examination (LYS-5),university entrance exam (UEE),language assessment

References

Ağazade, A., Caner, H., Hasipoğlu, H. & Civelek, A. (2013). Turkish University Entrance Test and academic achievement in undergraduate programs: a criterion-related validity study. Procedia - Social and Behavioral Sciences, 116, 4582-4590
Andrews, S., Fullilove, J. & Wong, Y. (2002). Targetting washback – a case study. System 30, 207-223.
Azar, A. (2010). The Effect of Critical Thinking Dispositions on Students Achievement in Selection and Placement Exam for University in Turkey. The original language of article is English, 7 (1), 61-73
Brown. J. D., & Christensen T. (1987). Interview: James D. Brown. The Language Teacher, 11 (7), 6-10.
Brown, J.D. (1995a). English language entrance examinations in Japan: Myths and facts. The Language Teacher, 19 (10) 21-26.
Brown, J.D. (2002). English language entrance examinations: A progress report. In Curriculum, innovation, testing and evaluation: Proceedings of the 1st Annual JALT Pan-SIG Conference (95-106). Japan: Kyoto: Institute of Technology.
Brown, J.D. & Christensen, T. (1987). An interview with J.D. Brown: Analyzing the value, meaning of entrance examinations. The Daily Yomiuri (Educational Supplement, October, 30, 1995), 15.
Brown, J.D. & Kay, G.S. (1995, November). English language entrance examination at Japanese universities: An interview with James Dean Brown. The Language Teacher, 19 (11), 7-11.
Buck, G. (1988). Testing listening comprehension in Japanese University Entrance Examinations. JALT Journal, 10, 12-42
Cheng, L.Y. (1997). How does washback influence teaching? Implications for Hong Kong. Language and Education, 11, 38-54

Cheng, L.Y. (2005). Changing language teaching through language testing: a washback study. New York: Cambridge University Press Cheng, L. (2008). The key to success: English language testing in China. Language Testing, 25 (1), 15-37
Demirel, Ö. (1991). Türkiye'de yabancı dil öğretmeni yetiştirmede karşılaşılan güçlükler. (The difficulties faced in teaching language teachers in Turkey). Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 6, 25-29
Dinc, E. & Dere, I. (2014). Kademeler arası geçiş uygulamalarına yönelik görüşler ve deneyimler. (The opinions and experiences on the applications towards transitions between grades). Adiyaman Universitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (17), 397-423
Gates, S. (1995). Exploiting Washback from Standardized Tests. In Brown J.D. & Yamashita, S.O. (Eds.) Language Testing in Japan (pp.107-112). Tokyo: Japan Association for Language Teaching.
Hamp-Lyons, L. (1997). Washback, impact and validity: ethical concerns. Language Testing, 14 (3), 295-303
He, Q. (2001). English language education in China. In Baker, S.J, (Ed.), Language policy: Lessons from global models. Monterey, CA: Monterey Institute of International Studies, 225–31.
Karabulut, A. (2007). Micro level impacts of foreign language test (university entrance examination) in Turkey: a washback study. (MA thesis). ProQuest Information and Learning Company. UMI: 1448691
Kellaghan, T. & Greaney, V. (1992). Using examinations to improve education: A study of fourteen African countries. Washington, DC: The World Bank.
Kocak, M. (2012). Turk ve Alman egitim sistemlerinde yuksekogretime gecis sureci. The Journal of Language and Linguistic Studies, 8 (1), 148-167.
Kitao, K. (1985). Teaching English in Japan. TEFL in Japan: JALT 10th Anniversary Collected Papers, 27-37
Li, S. (2010). Functional analyses of the problems in non-English majors’ writings. US-China Foreign Language, 8 (9), 38-41
National College English Testing Committee. (2006). College English Test-Spoken English Test (CET-SET) Syllabus and Sample Test. Shanghai, China: Shanghai Language Education Press
Phillips, E. (1992). The Effects of Language Anxiety on Students' Oral Test Performance and Attitudes. The Modern Language Journal, 76 (1), 14-26
Qi, L. (2005). Stakeholders’ conflicting aims undermine the washback function of a high-stakes test. Language Testing, 22 (2), 142-173
Şahin, İ. (2007). Assessment of New Turkish Curriculum for Grade 1 to 5. Elementary Education Online, 6 (2), 284-304
Shohamy, E. (1992). Beyond proficiency testing: A diagnostic feedback testing model for assessing foreign language learning. The Modern Language Learning Journal, 76 (4), 513-521
Wall, D. (2000). The impact of high-stakes testing on teaching and learning: can this be predicted or controlled? System 28, 499-509
Wall, D. & Alderson, J.C. (1993). Examining washback: the Sri Lankan impact study. Language Testing, 10, 41-69
Wang, C., Yan, J. & Liu, B. (2014). An empirical study on washback effects of the internet-based college English test Band 4 in China. English Language Teaching, 7 (6), 26-53
Watanabe, Y. (1996). Does grammar translation come from the entrance examination? Preliminary findings from classroom-based research. Language Testing, 13 (3), 318-333.
Yıldırım, Ö. (2010). Washback Effects of a High-Stakes University Entrance Exam: Effects of the English Section of the University Entrance Exam on Future English Language Teachers in Turkey. The Asian EFL Journal Quarterly, 12 (2), 92-116
Zheng, Y & Cheng, L (2008). Test Review: College English Test (CET) in China. Language Testing, 409-417. DOI: 10.1177/0265532208092433

Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Betül Ayşe Sayın ^*

Musa Mükerrem Aslan This is me

Publication Date

April 1, 2016

Submission Date

January 8, 2016

Acceptance Date

March 4, 2016

Published in Issue

Year 2016 Volume: 3 Number: 1

DOI

https://doi.org/10.17275/per.16.02.3.1

IZ

https://izlik.org/JA85XR69JD

APA

Sayın, B. A., & Aslan, M. M. (2016). The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey. Participatory Educational Research, 3(1), 30-39. https://doi.org/10.17275/per.16.02.3.1

AMA

1.Sayın BA, Aslan MM. The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey. PER. 2016;3(1):30-39. doi:10.17275/per.16.02.3.1

Chicago

Sayın, Betül Ayşe, and Musa Mükerrem Aslan. 2016. “The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey”. Participatory Educational Research 3 (1): 30-39. https://doi.org/10.17275/per.16.02.3.1.

EndNote

Sayın BA, Aslan MM (April 1, 2016) The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey. Participatory Educational Research 3 1 30–39.

IEEE

[1]B. A. Sayın and M. M. Aslan, “The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey”, PER, vol. 3, no. 1, pp. 30–39, Apr. 2016, doi: 10.17275/per.16.02.3.1.

ISNAD

Sayın, Betül Ayşe - Aslan, Musa Mükerrem. “The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey”. Participatory Educational Research 3/1 (April 1, 2016): 30-39. https://doi.org/10.17275/per.16.02.3.1.

JAMA

1.Sayın BA, Aslan MM. The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey. PER. 2016;3:30–39.

MLA

Sayın, Betül Ayşe, and Musa Mükerrem Aslan. “The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey”. Participatory Educational Research, vol. 3, no. 1, Apr. 2016, pp. 30-39, doi:10.17275/per.16.02.3.1.

Vancouver

1.Betül Ayşe Sayın, Musa Mükerrem Aslan. The Negative Effects of Undergraduate Placement Examination of English (LYS-5) on ELT Students in Turkey. PER. 2016 Apr. 1;3(1):30-9. doi:10.17275/per.16.02.3.1