Changing language teaching through language testing: a washback study
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge [u.a.]
Cambridge Univ. Press
2005
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Studies in language testing
21 |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXI, 319 S. graph. Darst. |
| ISBN: | 9780521836142 052183614X 9780521544733 0521544734 |
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| 245 | 1 | 0 | |a Changing language teaching through language testing |b a washback study |c Liying Cheng |
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Datensatz im Suchindex
| _version_ | 1804142572885508096 |
|---|---|
| adam_text | Titel: Changing language teaching through language testing
Autor: Cheng, Liying
Jahr: 2005
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
The problem 3
Purpose of the study 5
Definition of key research terms 6
Context of the study 8
The Hong Kong education system 8
The teaching of English in Hong Kong secondary schools 12
Teachers of English in Hong Kong secondary schools 15
Background of the study 16
Rationale behind the 1996 HKCEE English Language Syllabus 16
The 1996 HKCEE English Language Syllabus 17
Research time framework 21
Research questions 21
Overview of research methodology 22
Significance of the study 23
Chapter 2
Literature review 24
Introduction 24
Exploring the research concept 24
The origin of vvashback 24
The definition and scope of washback 27
Washback defined in this study 28
Negative washback 29
Positive washback 29
The function of washback 31
Contents
Exploring the research phenomenon 35
Measurement-driven instruction 35
Examinations as a means of control 41
Influence of high-stakes testing 43
Exploring washback within different educational contexts 46
Washback within other regional educational contexts 46
Washback within the Hong Kong educational context 48
Exploring washback within current models of teaching and learning 50
Classroom research 51
Classroom research models 54
Summary 58
SECTION TWO: METHODOLOGY FOR WASHBACK STUDY
Chapter 3
Research methodology 62
Part 1: Overall research design 62
Research questions 62
Research framework 64
Methodology derivations from other washback studies 66
Research strategies and methodology for this study 69
Levels of study within the Hong Kong education system 69
Qualitative and quantitative data 70
Research phases 73
Part 2: Research design for the survey study 75
The survey questionnaires 75
Teachers questionnaire 76
Students questionnaire 81
Sampling for both teacher and student surveys 85
The teacher survey 86
The student survey 87
Data collection procedures 88
Teachers questionnaires 88
Students questionnaires 88
Data analysis procedures 89
Part 3: Research design for classroom observations 91
The combined framework for the current inquiry 92
Rationale 92
Theoretical models 94
Development of the classroom observation scheme 97
Research focuses for the 1996 HKCEE washback on
classroom teaching 98
The observation scheme 100
Teacher participants involved 102
Contents
Data collection strategies 104
The nature of the data collection 104
Data collection procedures 106
Data analysis for observation 109
Reliability and validity of classroom observations 110
Summary 11 ]
SECTION THREE: TEACHERS AND STUDENTS ON THE
CHANGE
Chapter 4
Phase I - The decision-making stage of the examination change 115
Introduction 115
The washback exploratory model in context 115
The Hong Kong educational context at the macro level 116
The Hong Kong Examinations Authority 117
Tertiary institutions and textbook publishers 121
The Hong Kong educational context at the micro level 123
School administration - teaching content 123
Survey of teachers and students attitudes 124
Teachers questionnaire 124
Students questionnaire 126
School visits - teachers and students classroom behaviours 127
Washback on the English curriculum 128
Washback on textbooks 130
Washback on teachers attitudes and behaviours 131
Summary 132
Chapter 5
Phase II - Teachers perceptions of the change 133
Introduction 133
Demographic information on the teachers who responded to the
questionnaires 133
Teachers reactions to and perceptions of the 1996 HKCEE 137
Teachers reactions to the 1996 HKCEE 137
Teachers perceptions 138
Change in perceptions towards the reasons behind changing
the HKCEE 138
Changes in perceptions towards the changes in the HKCEE
exam papers 140
Extra work or pressure involved in teaching towards the 1996
HKCEE 142
Teaching methods the teachers would change due to the 1996
HKCEE 144
Contents
Difficulties in teaching towards the 1996 HKCEE 146
Washback on teaching materials 149
Textbook arrangements related to teaching materials 149
Teaching and learning resources 151
Washback on classroom teaching behaviour 152
Teaching arrangement and medium of instruction 153
Lesson planning, teacher talk and teaching activities in English
lessons 155
Lesson preparation 155
Teacher talk 156
Teaching activities 158
Washback on assessment and evaluation 159
The use of mock exams 159
The assessment of teaching in Hong Kong secondary schools 160
Factors that influence teaching 161
Washback on teachers attitudes towards aspects of learning 163
Learning strategies 163
Learning activities 165
Learning aims 166
Motivation to learn 166
Summary 168
Chapter 6
Phase II - Students perceptions of the change 170
Introduction 170
Students characteristics and their learning contexts 171
Students attitudes towards teaching activities inside and
outside class 175
Teacher talk in class 175
Students perceptions of their teachers teaching activities in class 177
Students classroom learning activities 178
Students use of English in relation to their classroom activities 181
Students use of English in relation to their learning activities
outside class 181
Students attitudes towards aspects of learning 184
Students attitudes towards their English lessons 184
Students motivation to learn English 185
Students preferred learning strategies 186
Students attitudes towards whether they are influenced by the
public exam 188
Students attitudes towards the influence of aspects of the public
exam 189
Students attitudes towards aspects of public examinations 190
Summary 193
Contents
Chapter 7
Phase III - Teachers and students actions and reactions
to the change 195
Introduction 195
Baseline study 196
Baseline interviews 197
Baseline classroom observations 199
Main study 205
Teacher participants 205
Classroom observation scheme 208
Rationale behind the observation scheme 208
The observation scheme 208
Observation scale 210
Classroom observation outcomes 211
Participant organization 211
Activity types and content as a percentage of class time 214
Activity type and content: a closer look 216
Teaching materials 218
Classroom observations of individual teachers oral lessons 219
Ada 220
Betty 222
Cathy 224
Comparing the three teachers between 1994 and 1995 226
Summary 228
Chapter 8
Washback revisited 229
Introduction 229
Synthesis of the findings 230
Phase I: The decision-making stage of the examination change 230
The Hong Kong educational context at the macro level 230
The Hong Kong educational context at the micro level 231
Phase II: Survey study - washback on teachers and students
perceptions 231
Teachers survey 232
Students survey 236
Phase III: Major issues explored in the classroom observations 238
Participant organization 239
Activity type and content 239
Teaching materials 241
Review of the washback model in the Hong Kong educational
context 241
Contents
Implications of the study 244
The nature of washback as change 244
The scope of the intended washback 245
Discrepancy between stakeholders 247
Lessons learned from the study 248
Scope of the study 248
Refined instruments required 249
Implications for future research 250
An investigation of the washback effect of textbooks 250
An investigation into the lower forms 252
Conclusion 253
Appendix I
Teachers questionnaire for the main study 256
Appendix II
Teachers questionnaire for the initial study 262
Appendix III
Students questionnaire for the main study
A. Chinese version 267
B. English version 271
Appendix IV
The Hong Kong Certificate of Education Examination 1996
English Language (Syllabus B) 275
Appendix V
An excerpt of one of the longest turns observed 291
References 295
Index 311
List of figures
Chapter 1 The Hong Kong research context
Figure 1.1 Governing structure and curriculum development 9
Figure 1.2 Survey of all graduate and non-graduate secondary school
teachers of English 15
Figure 1.3 Survey of all graduate teachers of English in Hong Kong
secondary schools 15
Figure 1.4 Chronological development of the 1996 HKCEE 20
Figure 1.5 Overview of the research methodology 22
Chapter 2 Literature review
Figure 2.1 Variables for classroom observations 54
Figure 2.2 A language teaching analysis scheme 56
Figure 2.3 Explanatory model of washback 57
Chapter 3 Research methodology
Figure 3.1 The Hong Kong education system in relation to the
1996 HKCEE 71
Figure 3.2 Data and method triangulation for the study 73
Figure 3.3 The three phases of the research study 74
Figure 3.4 Stages of the teachers questionnaire design 81
Figure 3.5 Stages of the students questionnaire design 85
Figure 3.6 Distribution of Hong Kong secondary schools 1993/94 86
Figure 3.7 Variables focused on in the main study during classroom
observations 95
Figure 3.8 Cyclical nature of the data collection 105
Figure 3.9 Stages of classroom observations 105
Figure 3.10 Comparative nature of the classroom observations for the
main study
Figure 3.11 Flowchart of yearly timetabling for F5 students 108
Figure 3.12 Procedures for the analysis of videotaped data 109
Chapter 4 Phase I - The decision-making stage of the
examination change
Figure 4.1 Flowchart of washback in the Hong Kong educational
context 116
List of figures
Chapter 5 Phase II - Teachers perceptions of the change
Figure 5.1 Teachers perceptions of the reasons behind the 1996
HKCEE 140
Figure 5.2 Teachers perceptions of changes made in the 1996 HKCEE 141
Figure 5.3 Changes teachers would like to make in their teaching 145
Figure 5.4 Teachers attitudes to the difficulties in teaching towards
the 1996 HKCEE 147
Figure 5.5 Decision on the choice of textbook 150
Figure 5.6 Teachers attitudes to the function of the textbook in teaching 150
Figure 5.7 Ways teachers arrange their teaching in schools 154
Figure 5.8 Medium of instruction in Hong Kong secondary schools 155
Figure 5.9 Teacher talk in English lessons 157
Figure 5.10 Factors that most influence teachers teaching 161
Figure 5.11 Learning strategies teachers would recommend to their
students 164
Figure 5.12 Teachers perceptions of the methods to motivate their
students 167
Chapter 6 Phase II - Students perceptions of the change
Figure 6.1 Medium of instruction that teachers use in the classrooms 173
Figure 6.2 The frequency with which teachers mentioned the
HKCEE 174
Figure 6.3 Number of private tutorials per week students attend
after class 174
Figure 6.4 Students perceptions of their teachers talk 176
Figure 6.5 Students perceptions of their teachers teaching activities 177
Figure 6.6 Students perceptions of their classroom activities 180
Figure 6.7 Students use of English in relation to their classroom
activities 182
Figure 6.8 Students use of English in relation to their learning
activities outside class 183
Figure 6.9 Students attitudes towards their English lessons 184
Figure 6.10 Students perceptions of the reasons to learn English 186
Figure 6.11 Students preferred learning strategies 187
Figure 6.12 Students who are and are not affected by their exam scores 188
Figure 6.13 Students attitudes towards public examinations 192
Chapter 7 Phase III - Teachers and students actions and reactions
to the change
Figure 7.1 Jane s F5 lesson 202
Figure 7.2 Jane s F4 lesson 203
Figure 7.3 An excerpt from Jane s F5 lesson 204
List of figures
Figure 7.4 Participant organization of lessons with Ada 212
Figure 7.5 Participant organization of lessons with Betty 213
Figure 7.6 Participant organization of lessons with Cathy 213
Figure 7.7 An excerpt of a series of the shortest turns observed 218
Chapter 8 Washback revisited
Figure 8.1 Model of the effect of washback within the Hong Kong
educational context 242
List of tables
Chapter 1 The Hong Kong research context
Table 1 Comparison of the weighting of each component on the old
and new HKCEE 6
Chapter 2 Literature review
Table 2 The trichotomy of backwash model 32
Chapter 3 Research methodology
Table 3.1 Structure and themes of the teachers questionnaire 77
Table 3.2 Structure and themes of the students questionnaire 83
Table 3.3 Sampling of teachers questionnaires in 1994 and 1995 87
Table 3.4 Sampling of students questionnaires in 1994 and 1995 87
Table 3.5 Teachers demographic information 90
Table 3.6 Students demographic information and their learning contexts 91
Chapter 4 Phase I — The decision-making stage of the examination
change
Table 4.1 Teachers reactions to the revised HKCEE 125
Table 4.2 Teaching arrangements in Hong Kong secondary schools 125
Chapter 5 Phase II - Teachers perceptions of the change
Table 5.1 Characteristics of the respondents and chi-square test of
significant difference in 1994 and 1995 136
Table 5.2 Teachers reactions to the 1996 HKCEE 137
Table 5.3 Differences in teachers perceptions of the reasons behind
the 1996 HKCEE 140
Table 5.4 Differences in teachers perceptions of changes made to the
1996 HKCEE 142
Table 5.5 Differences in teachers attitudes regarding pressure the
new exam puts on their teaching 143
Table 5.6 Differences in teachers attitudes to changes they would like
to make in their teaching 145
Table 5.7 Differences in teachers attitudes to the difficulties in
teaching towards the 1996 HKCEE 147
Table 5.8 Textbook arrangements in Hong Kong secondary schools 149
Table 5.9 Differences in the teaching and learning resources used by
the teachers 151
List of tables
Table 5.10 Chi-square tests of differences in aspects of daily teaching 153
Table 5.11 Aspects of teaching considered while preparing lessons 156
Table 5.12 Teacher talk in English lessons 157
Table 5.13 The use of mock exams as perceived by teachers 160
Table 5.14 Differences in teachers attitudes towards factors that most
influence their teaching 162
Table 5.15 Differences in the learning strategies teachers would
recommend to students 164
Chapter 6 Phase II - Students perceptions of the change
Table 6.1 Students demographic information and their learning contexts 172
Table 6.2 Differences in students perceptions of their teachers talk 176
Table 6.3 Students perceptions of their teachers teaching activities 178
Table 6.4 Students perceptions of their classroom activities 179
Table 6.5 Students use of English in relation to their classroom
activities 182
Table 6.6 Students perceptions of the reasons to learn English 185
Table 6.7 Students preferred learning strategies 187
Table 6.8 Students attitudes towards public examinations 191
Chapter 7 Phase HI - Teachers and students actions and reactions
to the change
Table 7.1 Interviews with five panel chairs in Hong Kong secondary
schools 197
Table 7.2 Interviews regarding textbooks and teaching arrangements
under the 1996 HKCEE 198
Table 7.3 The baseline study of six schools (15 lessons) in Hong Kong
secondary schools 200
Table 7.4 Classroom observation scheme for the main study 209
Table 7.5 Numbers of F5 and F4 lessons observed in both 1994 and
1995 210
Table 7.6 Numbers of F5 lessons observed in both 1994 and 1995 211
Table 7.7 Segmented classroom activities of all three teachers lessons
by percentage of class time under the old and the new HKCEE 215
Table 7.8 Comparison of two oral lessons carried out by Ada in 1994
and 1995 221
Table 7.9 Comparison of two oral lessons carried out by Betty in 1994
and 1995 223
Table 7.10 Comparison of two oral lessons carried out by Cathy in
1994 and 1995 224
Table 7.11 Summary of the observations of the three teachers 226
|
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| id | DE-604.BV025419597 |
| illustrated | Illustrated |
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| isbn | 9780521836142 052183614X 9780521544733 0521544734 |
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| series | Studies in language testing |
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| spelling | Cheng, Liying 1959- Verfasser (DE-588)173706169 aut Changing language teaching through language testing a washback study Liying Cheng 1. publ. Cambridge [u.a.] Cambridge Univ. Press 2005 XXI, 319 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Studies in language testing 21 Studies in language testing 21 (DE-604)BV010901113 21 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020039111&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Cheng, Liying 1959- Changing language teaching through language testing a washback study Studies in language testing |
| title | Changing language teaching through language testing a washback study |
| title_auth | Changing language teaching through language testing a washback study |
| title_exact_search | Changing language teaching through language testing a washback study |
| title_full | Changing language teaching through language testing a washback study Liying Cheng |
| title_fullStr | Changing language teaching through language testing a washback study Liying Cheng |
| title_full_unstemmed | Changing language teaching through language testing a washback study Liying Cheng |
| title_short | Changing language teaching through language testing |
| title_sort | changing language teaching through language testing a washback study |
| title_sub | a washback study |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020039111&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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| work_keys_str_mv | AT chengliying changinglanguageteachingthroughlanguagetestingawashbackstudy |