Changing Language Teaching through Language Testing: A Washback Study

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

ISBN: 9780521544733 | 0521544734
Cover: Paperback
Copyright: 4/3/2006

Buy New

In Stock Usually Ships in 24-48 Hours

$66.24

There has been growing interest in recent years in the influence of tests on teaching and learning - a phenomenon commonly referred to as 'washback'. Despite persistent assertions about its nature and scope, empirical studies investigating test washback are still limited in number, and few of these make use of both qualitative and quantitative methods in washback research.

List of figures

xiii

List of tables

xvi

Acknowledgements

xviii

Series Editors' note

xix

SECTION ONE: EDUCATION ON THE CHANGE

Chapter 1 The Hong Kong research context

(21)

The problem

(2)

Purpose of the study

(1)

Definition of key research terms

(2)

Context of the study

(8)

The Hong Kong education system

(4)

The teaching of English in Hong Kong secondary schools

(3)

Teachers of English in Hong Kong secondary schools

(1)

Background of the study

(6)

Rationale behind the 1996 HKCEE English Language Syllabus

(1)

The 1996 HKCEE English Language Syllabus

(4)

Research time framework

(1)

Research questions

(1)

Overview of research methodology

(1)

Significance of the study

(1)

Chapter 2 Literature review

(38)

Introduction

(1)

Exploring the research concept

(7)

The origin of washback

(3)

The definition and scope of washback

(1)

Washback defined in this study

(7)

Negative washback

(1)

Positive washback

(2)

The function of washback

(4)

Exploring the research phenomenon

(11)

Measurement-driven instruction

(6)

Examinations as a means of control

(2)

Influence of high-stakes testing

(3)

Exploring washback within different educational contexts

(4)

Washback within other regional educational contexts

(2)

Washback within the Hong Kong educational context

(2)

Exploring washback within current models of teaching and learning

(8)

Classroom research

(3)

Classroom research models

(4)

Summary

(4)

SECTION TWO: METHODOLOGY FOR WASHBACK STUDY

Chapter 3 Research methodology

(53)

Part 1: Overall research design

(13)

Research questions

(2)

Research framework

(2)

Methodology derivations from other washback studies

(3)

Research strategies and methodology for this study

(4)

Levels of study within the Hong Kong education system

(1)

Qualitative and quantitative data

(3)

Research phases

(2)

Part 2: Research design for the survey study

(16)

The survey questionnaires

(10)

Teachers' questionnaire

(5)

Students' questionnaire

(4)

Sampling for both teacher and student surveys

(3)

The teacher survey

(1)

The student survey

(1)

Data collection procedures

(1)

Teachers' questionnaires

(1)

Students' questionnaires

(1)

Data analysis procedures

(2)

Part 3: Research design for classroom observations

(20)

The combined framework for the current inquiry

(8)

Rationale

(2)

Theoretical models

(3)

Development of the classroom observation scheme

(1)

Research focuses for the 1996 HKCEE washback on classroom teaching

(2)

The observation scheme

100

(2)

Teacher participants involved

102

(2)

Data collection strategies

104

(6)

The nature of the data collection

104

(2)

Data collection procedures

106

(3)

Data analysis for observation

109

(1)

Reliability and validity of classroom observations

110

(1)

Summary

111

(4)

SECTION THREE: TEACHERS AND STUDENTS ON THE CHANGE

Chapter 4 Phase I – The decision-making stage of the examination change

115

(18)

Introduction

115

(1)

The washback exploratory model in context

115

(1)

The Hong Kong educational context at the macro level

116

(7)

The Hong Kong Examinations Authority

117

(4)

Tertiary institutions and textbook publishers

121

(2)

The Hong Kong educational context at the micro level

123

(7)

School administration – teaching content

123

(1)

Survey of teachers' and students' attitudes

124

(13)

Teachers' questionnaire

124

(2)

Students' questionnaire

126

(1)

School visits – teachers' and students' classroom behaviours

127

(1)

Washback on the English curriculum

128

(2)

Washback on textbooks

130

(1)

Washback on teachers' attitudes and behaviours

131

(1)

Summary

132

(1)

Chapter 5 Phase II – Teachers' perceptions of the change

133

(37)

Introduction

133

(1)

Demographic information on the teachers who responded to the questionnaires

133

(4)

Teachers' reactions to and perceptions of the 1996 HKCEE

137

(12)

Teachers' reactions to the 1996 HKCEE

137

(1)

Teachers' perceptions

138

(11)

Change in perceptions towards the reasons behind changing the HKCEE

138

(2)

Changes in perceptions towards the changes in the HKCEE exam papers

140

(2)

Extra work or pressure involved in teaching towards the 1996 HKCEE

142

(2)

Teaching methods the teachers would change due to the 1996 HKCEE

144

(2)

Difficulties in teaching towards the 1996 HKCEE

146

(3)

Washback on teaching materials

149

(3)

Textbook arrangements related to teaching materials

149

(2)

Teaching and learning resources

151

(1)

Washback on classroom teaching behaviour

152

(7)

Teaching arrangement and medium of instruction

153

(2)

Lesson planning, teacher talk and teaching activities in English lessons

155

(4)

Lesson preparation

155

(1)

Teacher talk

156

(2)

Teaching activities

158

(1)

Washback on assessment and evaluation

159

(4)

The use of mock exams

159

(1)

The assessment of teaching in Hong Kong secondary schools

160

(1)

Factors that influence teaching

161

(2)

Washback on teachers' attitudes towards aspects of learning

163

(5)

Learning strategies

163

(2)

Learning activities

165

(1)

Learning aims

166

(1)

Motivation to learn

166

(2)

Summary

168

(2)

Chapter 6 Phase II — Students' perceptions of the change

170

(25)

Introduction

170

(1)

Students' characteristics and their learning contexts

171

(4)

Students' attitudes towards teaching activities inside and outside class

175

(9)

Teacher talk in class

175

(2)

Students' perceptions of their teachers' teaching activities in class

177

(1)

Students' classroom learning activities

178

(3)

Students' use of English in relation to their classroom activities

181

(1)

Students' use of English in relation to their learning activities outside class

181

(3)

Students' attitudes towards aspects of learning

184

(6)

Students' attitudes towards their English lessons

184

(1)

Students' motivation to learn English

185

(1)

Students' preferred learning strategies

186

(2)

Students' attitudes towards whether they are influenced by the public exam

188

(1)

Students' attitudes towards the influence of aspects of the public exam

189

(1)

Students' attitudes towards aspects of public examinations

190

(3)

Summary

193

(2)

Chapter 7 Phase III – Teachers' and students' actions and reactions to the change

195

(34)

Introduction

195

(1)

Baseline study

196

(9)

Baseline interviews

197

(2)

Baseline classroom observations

199

(6)

Main study

205

(6)

Teacher participants

205

(3)

Classroom observation scheme

208

(3)

Rationale behind the observation scheme

208

(1)

The observation scheme

208

(2)

Observation scale

210

(1)

Classroom observation outcomes

211

(8)

Participant organization

211

(3)

Activity types and content as a percentage of class time

214

(2)

Activity type and content: a closer look

216

(2)

Teaching materials

218

(1)

Classroom observations of individual teachers' oral lessons

219

(9)

Ada

220

(2)

Betty

222

(2)

Cathy

224

(2)

Comparing the three teachers between 1994 and 1995

226

(2)

Summary

228

(1)

Chapter 8 Washback revisited

229

(38)

Introduction

229

(1)

Synthesis of the findings

230

(11)

Phase I: The decision-making stage of the examination change

230

(1)

The Hong Kong educational context at the macro level

230

(1)

The Hong Kong educational context at the micro level

231

(1)

Phase II: Survey study – washback on teachers' and students' perceptions

231

(7)

Teachers' survey

232

(4)

Students' survey

236

(2)

Phase III: Major issues explored in the classroom observations

238

(6)

Participant organization

239

(1)

Activity type and content

239

(2)

Teaching materials

241

(1)

Review of the washback model in the Hong Kong educational context

241

(3)

Implications of the study

244

(4)

The nature of washback as change

244

(1)

The scope of the intended washback

245

(2)

Discrepancy between stakeholders

247

(1)

Lessons learned from the study

248

(5)

Scope of the study

248

(1)

Refined instruments required

249

(1)

Implications for future research

250

(3)

An investigation of the washback effect of textbooks

250

(2)

An investigation into the lower forms

252

(1)

Conclusion

253

(3)

Appendix I Teachers' questionnaire for the main study

256

(6)

Appendix II Teachers' questionnaire for the initial study

262

(5)

Appendix III Students' questionnaire for the main study

A. Chinese version

267

(4)

B. English version

271

(4)

Appendix IV The Hong Kong Certificate of Education Examination 1996 English Language (Syllabus B)

275

(16)

Appendix V An excerpt of one of the longest turns observed

291

(4)

References

295

(16)

Index

311

Please wait while the item is added to your bag...

FREE SHIPPING

Amazon no longer offers textbook rentals. We do!

Changing Language Teaching through Language Testing: A Washback Study

Summary

Table of Contents

Supplemental Materials