Changing Language Teaching through Language Testing: A Washback Study

by Liying Cheng

• ISBN13: 9780521544733
• ISBN10: 0521544734
• Format: Paperback
• Copyright: 2006-04-03
• Publisher: Cambridge University Press

Summary

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.

Table of Contents

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	3	(21)
The problem	3	(2)
Purpose of the study	5	(1)
Definition of key research terms	6	(2)
Context of the study	8	(8)
The Hong Kong education system	8	(4)
The teaching of English in Hong Kong secondary schools	12	(3)
Teachers of English in Hong Kong secondary schools	15	(1)
Background of the study	16	(6)
Rationale behind the 1996 HKCEE English Language Syllabus	16	(1)
The 1996 HKCEE English Language Syllabus	17	(4)
Research time framework	21	(1)
Research questions	21	(1)
Overview of research methodology	22	(1)
Significance of the study	23	(1)
Chapter 2 Literature review	24	(38)
Introduction	24	(1)
Exploring the research concept	24	(7)
The origin of washback	24	(3)
The definition and scope of washback	27	(1)
Washback defined in this study	28	(7)
Negative washback	29	(1)
Positive washback	29	(2)
The function of washback	31	(4)
Exploring the research phenomenon	35	(11)
Measurement-driven instruction	35	(6)
Examinations as a means of control	41	(2)
Influence of high-stakes testing	43	(3)
Exploring washback within different educational contexts	46	(4)
Washback within other regional educational contexts	46	(2)
Washback within the Hong Kong educational context	48	(2)
Exploring washback within current models of teaching and learning	50	(8)
Classroom research	51	(3)
Classroom research models	54	(4)
Summary	58	(4)
SECTION TWO: METHODOLOGY FOR WASHBACK STUDY
Chapter 3 Research methodology	62	(53)
Part 1: Overall research design	62	(13)
Research questions	62	(2)
Research framework	64	(2)
Methodology derivations from other washback studies	66	(3)
Research strategies and methodology for this study	69	(4)
Levels of study within the Hong Kong education system	69	(1)
Qualitative and quantitative data	70	(3)
Research phases	73	(2)
Part 2: Research design for the survey study	75	(16)
The survey questionnaires	75	(10)
Teachers' questionnaire	76	(5)
Students' questionnaire	81	(4)
Sampling for both teacher and student surveys	85	(3)
The teacher survey	86	(1)
The student survey	87	(1)
Data collection procedures	88	(1)
Teachers' questionnaires	88	(1)
Students' questionnaires	88	(1)
Data analysis procedures	89	(2)
Part 3: Research design for classroom observations	91	(20)
The combined framework for the current inquiry	92	(8)
Rationale	92	(2)
Theoretical models	94	(3)
Development of the classroom observation scheme	97	(1)
Research focuses for the 1996 HKCEE washback on classroom teaching	98	(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