Washback of the College English Test – Band Four on English Teaching and Learning in China
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.17 No.4 (2020.12)바로가기
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- 페이지
- pp.1214-1235
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A389299
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원문정보
초록
- 영어
- This study examined the possible washback effects of the latest version of the College English Test–Band Four (CET-4) test from the test-takers’ perspective, focusing primarily on the listening section. Using survey methodology, 305 Chinese EFL learners from both a first- and a second-tier city in China rated the difficulty, usefulness, and level of authenticity of the CET-4 listening, the non-listening test sections, the degree to which they adapted their learning behaviors to the test, and how much their teachers adapted their instruction to address the CET-4. The results indicated learners from the second-tier Chinese city considered the CET-4 more difficult, authentic, and useful, and that it had more of an impact on teaching and learning. Despite these differences, both groups rated the listening section as more difficult, less useful, and less authentic than the other sections of the test. Finally, the listening section was perceived to have more of an impact on student’s learning than the perceived impact on teaching. Based on these results, we argue that the possible washback effects of a test should be a fundamental consideration in the development and validation of a test, not just an afterthought (Bachman, 2005; Chalhoub-Deville & O’Sullivan, 2020; Messick, 1996).
목차
Abstract
Introduction
Conceptualizing Test Washback
Literature Review
Current Study
Research Questions
Methods
Results
Reliability
Research Question 1a. Difficulty, Usefulness, and Authenticity Levels of the CET-4 Listening in First- versus Second-Tier Cities
Research Question 1b. Difficulty, Usefulness, and Authenticity Levels of the Non-Listening Sections of the CET-4 for First- versus Second-Tier Cities
Research Question 1c. Difficulty, Usefulness, and Authenticity Levels of the CET-4 Listening versus Non-listening Sections
Research Question 2. The Impact of the CET-4 Listening on Students’ English Learning Behaviors and Their Instructors’ Teaching
Discussion
Conclusion
Acknowledgment
The Authors
References
Appendix
키워드
test washback CET-4 L2 listening assessment저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.17 No.4
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