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

Year 2016, Volume: 3 Issue: 1, 30 - 39, 01.04.2016

Betül Ayşe Sayın Musa Mükerrem Aslan

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

Cited By: 5

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