EFL EXAMINATION WASHBACK IN JAPAN: INVESTIGATING …

[Pages:129]EFL EXAMINATION WASHBACK IN J APAN: INVESTIGATING THE EFFECTS OF ORAL ASSESSMENT ON TEACHING AND LEARNING

A dissertation submitted in part fulfilment of the requirements for the degree of Master in Education in the Faculty of Education

2005 NICHOLAS A. CAINE

Language and Literacy Studies in Education The University of Manchester

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ABSTRACT

The influence a test has on teaching and learning is commonly referred to as the `washback effect'. It is often argued that English examinations in Japan, which tend to be heavily grammar-orientated, have a negative washback effect on teaching and learning. The areas of writing and speaking are of particular concern as both tend to be assessed via indirect testing methods. This study, then, examines the effects of existing English tests in Japan and also proposes an original direct test of speaking, which is subsequently trialled in a sample learning context. An attempt is then made to determine the extent and nature of washback resulting from this new speaking test.

Chapter 1 looks at the study of English as a foreign language (EFL) within the context of Japanese high schools. In particular, the discussion focuses on the `mismatch' that occurs between the levels of curriculum planning and actual classroom implementation. It is suggested that one of the reasons behind the apparent failure of the official communicative syllabus adopted by the Japanese Ministry of Education (MEXT) is due to the existence of the "hidden syllabus" driven by the content of EFL examinations.

Chapter 2 examines the phenomenon of washback with a review of the published literature in the field. The notions of test washback and test impact are introduced before the discussion goes on to look at the different kinds of influence a test might have, with specific reference to the `Washback Hypothesis' put forward by Alderson & Wall (1993). The issue of washback occurring as a result of `high stakes' testing is also considered and finally, the question of whether positive washback can be nurtured and thus improve curricula is analysed in greater detail.

Chapter 3 presents the rationale for the design of the new speaking test. Firstly, however, a brief background to communicative language testing is presented in order to consider

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an approach that conforms to the philosophy of the official English language syllabus in Japan. An outline of current EFL tests faced by the learners in the sample is also offered in this chapter. Chapter 4 details the data collection techniques being used to measure the washback effect of existing tests and the new speaking test. An outline of the research context is also provided along with details of the learners and teachers taking part in all aspects of the study. Finally, Chapter 5 discusses the research findings and looks at the implications for both EFL test design, and for the future implementation of a communicative syllabus in the Japanese context.

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CONTENTS

CHAPTER 1: ENGLISH AS A FOREIGN LANGUAGE IN J APAN

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1.1 Official language policy: the syllabus goals of the Ministry of Education

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1.2 Dominant methodology

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1.3 The hidden syllabus: factors affecting the implementation of communicative

language teaching

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CHAPTER 2: LITERATURE REVIEW

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2.1 Interpretations of test washback and test impact

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2.1.1 What is test washback?

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2.1.2 What is test impact?

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2.2 The influence of tests on teaching and learning

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2.2.1 The Washback Hypothesis

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2.2.2 Washback as a result of `high stakes' testing

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2.2.3 Positive washback: can it be nurtured and can it improve curricula?

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CHAPTER 3: APPROACHES TO LANGUAGE TESTING

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3.1 Communicative language testing

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3.2 Current tests of English in the teaching and learning context

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3.3 Rationale for the new speaking test

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CHAPTER 4: TEST WASHBACK WITHIN THE SAMPLE TEACHING

AND LEARNING CONTEXT

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4.1 The teaching and learning context

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4.1.1 Teachers in the sample

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4.1.2 Learners in the sample

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4.2 Measuring the washback effect of current EFL tests in the sample context 48

4.2.1 Classroom observation

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4.2.2 The survey instrument: teacher and student questionnaires

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4.3 Trialling the speaking test and measuring washback

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CHAPTER 5: RESEARCH FINDINGS AND IMPLICATIONS

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5.1 Classroom observation results and discussion

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5.2 Survey results and discussion

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5.2.1 Teacher questionnaire

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5.2.2 Student questionnaire #1

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5.2.3 Student questionnaire #2

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5.3 Conclusion and implications

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APPENDIX I: National Center for University Entrance Examinations

(NCUEE) `Center Test' 2004 sample questions

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APPENDIX II: The Society for Testing English Proficiency (STEP)

performance descriptors for grades 1 ? 5

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APPENDIX III: New speaking test and sample materials

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APPENDIX IV: Analytic marking scheme for the speaking test

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APPENDIX V: Communicative Orientation of Language Teaching (COLT)

Observation Scheme coding sheet

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APPENDIX VI: Results from the classroom observation sessions using the

COLT (Part A) Observation Scheme

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APPENDIX VII: Teacher questionnaire

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APPENDIX VIII: Student questionnaire #1

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APPENDIX IX: Student questionnaire #2

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BIBLIOGRAPHY

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LIST OF TABLES AND FIGURES

TABLES

CHAPTER 3

TABLE 3.1: The 5-point grading scale

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CHAPTER 4

TABLE 4.1: Outline of the groups involved in the observation sessions

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TABLE 4.2: Outline of the groups involved in the questionnaire survey

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CHAPTER 5

TABLE 5.1 Patterns of participant organisation adopted by teacher A

(% of total class time)

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TABLE 5.2 Patterns of participant organisation adopted by teacher B

(% of total class time)

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TABLE 5.3 Student modality during teacher A's classes (% of total class time) 61

TABLE 5.4 Student modality during teacher B's classes (% of total class time) 61

TABLE 5.5 Teacher questionnaire: Results from Likert scale questions 4 ? 11 65

TABLE 5.6 Teacher questionnaire: Results from Likert scale questions 12 ? 14 66

TABLE 5.7 Student questionnaire #1: Results from Likert scale questions

for group 4 (n= 26)

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TABLE 5.8 Student questionnaire #1: Results from Likert scale questions

for group 5 (n=20)

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TABLE 5.9 Results of student questionnaire #2 (Group 4, n=27)

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FIGURES

CHAPTER 2

FIGURE 2.1 Stakeholders in the testing community

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CHAPTER 3

FIGURE 3.1 The pattern of interaction for the proposed speaking test

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CHAPTER 5

FIGURE 5.1 Patterns of participant organisation during the four observation

sessions

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FIGURE 5.2 Comparison of student modality during the four observation

sessions

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(1) Copyright in the text of this dissertation rests with the Author. Copies (by any process) either in full, or of extracts, may be made only in accordance with instructions given by the Author. This page must form part of any such copies made. Further copies (by any process) of copies made in accordance with such instructions may not be made without the permission (in writing) of the Author.

(2) The ownership of any intellectual property rights which may be described in this dissertation is vested in the University of Manchester, subject to any prior agreement to the contrary, and may not be made available for use by third parties without the written permission of the University, which will prescribe the terms and conditions of any such agreement.

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AC K NO W L E DG E M E NT S

I would like to express my sincere thanks to my supervisor, Richard West, for his guidance and constructive feedback throughout all the various stages of this dissertation. I would also like to thank my family for their support, particularly my father, Michael, for devoting so much of his time to proof-reading each chapter. Special thanks must also go to my wife, Natsu, not only for her patience and encouragement during the many hours I spent working at the computer, but also for her assistance with Japanese translations. Finally, I am most grateful to my English teaching colleagues and the students at Keitoku High School, Imari, for their participation in the project. Particular thanks here must go to Hidetsugu Shima and Eishi Sadakata for kindly allowing me to observe their classes and, of course, to those students who took part in the paired speaking tests.

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