Investigating the Washback Effects of TOEFL iBT on the Preparation Courses of the Training Institutions in Shanghai
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v4i3.845
Abstract
This research probes into the washback effects of TOEFL iBT (the Test of English as a Foreign Language Internet-Based Test) and how teachers in the training institutions instruct preparation course in Shanghai. The findings in this article show that teachers are supposed to transform the general language skills into teachable materials and need to be more aware of cross-cultural learning problems. The study points out that the TOEFL iBT has an influence both on course materials and teaching methodology. However, the effects can be intervened by using appropriate TOEFL iBT preparation materials.
Keywords
washback effect; TOEFL iBT; preparation courses; training institutions
Full Text
PDF - Viewed/Downloaded: 9 TimesIndexation
Download Index RecordReferences
[1] Alderson J. C. (2009). Test Review: Test of English as a Foreign Language™: Internet-based Test (TOEFL iBT®). Language Testing, 26(4):621-631.
[2] Buck G. (2001). Assessing Listening (Cambridge Language Assessment Series). Cambridge: Cambridge University Press.
[3] Cheng L., Sun Y., Ma J. (2015). Review of Washback Research Literature within Kane's Argument-based Validation Framework. Language Teaching, 48(4):436-470.
[4] Educational Testing Service. (2008). Validity Evidence Supporting the Interpretation and Use of TOEFL iBT Scores. Princeton, NJ: Author.
[5] Stobart G. (2003). The Impact of Assessment: Intended and Unintended Consequences. Assessment in Education, 16:139-140.
[6] Wall D., Horak T. (2006). The Impact of Changes in the TOEFL Examination on Teaching and Learning in Central and Eastern Europe. Phase 1: The Baseline Study (TOEFL Monograph 34). Princeton, NJ: Educational Testing Service.
[7] Wall D., Horak T. (2008). The Impact of Changes in the TOEFL Examination on Teaching and Learning in Central and Eastern Europe: Phase 2, Coping With Change. TOEFL iBT Research Report. TOEFL iBT-05. Princeton, NJ: Educational Testing Service.
[8] Wall D., Horak T. (2011). The Impact of Changes in the TOEFL Exam on Teaching in a Sample of Countries in Europe and Learning in Central and Eastern Europe. Phase 3, The Role of the Coursebook. Phase 4, Describing Change. (TOEFL iBT-17). Princeton, NJ: Educational Testing Service.
[2] Buck G. (2001). Assessing Listening (Cambridge Language Assessment Series). Cambridge: Cambridge University Press.
[3] Cheng L., Sun Y., Ma J. (2015). Review of Washback Research Literature within Kane's Argument-based Validation Framework. Language Teaching, 48(4):436-470.
[4] Educational Testing Service. (2008). Validity Evidence Supporting the Interpretation and Use of TOEFL iBT Scores. Princeton, NJ: Author.
[5] Stobart G. (2003). The Impact of Assessment: Intended and Unintended Consequences. Assessment in Education, 16:139-140.
[6] Wall D., Horak T. (2006). The Impact of Changes in the TOEFL Examination on Teaching and Learning in Central and Eastern Europe. Phase 1: The Baseline Study (TOEFL Monograph 34). Princeton, NJ: Educational Testing Service.
[7] Wall D., Horak T. (2008). The Impact of Changes in the TOEFL Examination on Teaching and Learning in Central and Eastern Europe: Phase 2, Coping With Change. TOEFL iBT Research Report. TOEFL iBT-05. Princeton, NJ: Educational Testing Service.
[8] Wall D., Horak T. (2011). The Impact of Changes in the TOEFL Exam on Teaching in a Sample of Countries in Europe and Learning in Central and Eastern Europe. Phase 3, The Role of the Coursebook. Phase 4, Describing Change. (TOEFL iBT-17). Princeton, NJ: Educational Testing Service.
Copyright © 2022 Yangyang Zhang, Le Li, Dejun Miao
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License