Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom

• Authors: Ferit Kılıçkaya
• Languages of publication: EN

Abstracts

EN

The aim of the article is to investigate of the foreign language section of TEOG (Transition Examination from Primary to Secondary Education) on language teacher practices in the classroom. The participants of the study include 32 English language teachers working at lower secondary schools in Turkey. The results of the study indicate that language teacher practices in the classroom are greatly affected by several factors such as the style and content of the language exam. The main harmful washback of this exam is found to be the neglect of teaching several skills such as listening, speaking, and writing as these skills are not assessed, and stakeholders such as students and parents require reasonable level of success on these texts. Some other factors negatively affected have been found to be the selection of course books, the medium of instruction, classroom assessment as well as anxiety.

DE

Der Band enthält die Abstracts ausschließlich in englischer Sprache.

FR

Le numéro contient uniquement les résumés en anglais.

RU

Том содержит аннотацию только на английском языке.

Keywords

EN

washback, English language teachers, exam, tests, lower secondary schools

DE

Washback, Englischlehrer, Prüfung, Tests, Mittelstufenschule

FR

l’effet en retour, les professeurs d’anglais, l’examen, les tests, les collèges

RU

последствия, учителя английского языка, экзамен, тесты, начальные классы средней школы

• Publisher: Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
• Journal: Lublin Studies in Modern Languages and Literature
• Year: 2016
• Volume: 40
• Issue: 1

Dates

published

2016

online

2016-07-27

Contributors

author

Ferit Kılıçkaya

References

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Identifiers

DOI

10.17951/lsmll.2016.40.1.116