IELTS Washback Effect and Instructional Planning: The Role of IELTS-Related Experiences of Iranian EFL Teachers (Research Article)

Document Type : Research Paper

Authors

Allameh Tabataba'i University

10.22034/elt.2021.45369.2369

Abstract

High-stakes tests exert impacts on teachers’ perceptions, methodology, practices, and materials used in the classroom. However, previous research studies have overlooked the role of teachers’ past experiences in the tests and their instructional planning prior to, during, and after the preparation courses. This study inspected the washback effect of IELTS examination on Iranian EFL teachers’ instructional planning considering their IELTS related experiences. Through a mixed-methods research design, two sets of questionnaires were distributed among 120 Iranian IELTS instructors to examine the IELTS washback effect on their perceptions of instructional planning. Afterward, a semi-structured interview was held with 15 instructors, selected from among 120 initial participants, to supplement the previously collected data. The results of one sample t-test and Wilcoxon signed-ranks test indicated that the current level of Instructional planning at item and total score level was beyond average. Likewise, the results of Spearman rho indicated a positive and significant relationship between instructors’ instructional planning and their past IELTS related experiences. It was also found that the IELTS examination made the instructors develop exam-oriented plans by focusing on the students’ test performance. The results are invaluable for IELTS instructors in that they can raise their knowledge and awareness about the nature and scope of IELTS washback effect and ways to develop exam-oriented plans.

Keywords

Main Subjects


Article Title [فارسی]

تاثیر آزمون آیلتس بر برنامه ریزی آموزشی: نقش تجارب مرتبط با آزمون مدرسان ایرانی زبان انگلیسی به عنوان یک زبان خارجی

Abstract [فارسی]

آزمون های سرنوشت ساز بر ادراک، روش تدریس، فعالیت ها، و مطالب آموزشی مدرسان تاثیر می گذارد. با این حال، مطالعات پیشین نقش تجارب گذشته و مرتبط با آزمون مدرسان را بر برنامه ریزی آموزشی قبل، حین، و پس از دوره های آمادگی آزمون آنها را نادیده گرفته است. در این راستا، مطالعه حاضر تاثیر آزمون آیلتس بر برنامه ریزی آموزشی مدرسان ایرانی زبان انگلیسی به عنوان یک زبان خارجی را از منظر تجارب مرتبط با آزمون مورد بررسی قرار داد. با استفاده از روش تحقیق مختلط، دو پرسشنامه میان ۱۲۰ مدرس ایرانی آیلتس با هدف بررسی تاثیر این آزمون بر ادراک آنها از برنامه ریزی آموزشی توزیع گردید. سپس به منظور تکمیل داده های قبل، یک مصاحبه نیمه ساختارمند با ۱۵ مدرس برگزیده از میان ۱۲۰ شرکت کننده اولیه انجام گرفت. نتایج آزمون t و ویلکاکسون (Wilcoxon Signed Ranks) نشان داد که سطح برنامه ریزی آموزشی مدرسان آیلتس در سطح سوال و نمره کلی فراتر از میانگین بود. همچنین، نتایج ضریب همبستگی رتبه ای اسپیرمن (Spearman Rho) نشان دهنده رابطه مثبت و معنا دار میان سطح برنامه ریزی آموزشی مدرسان و تجربیات مرتبط با آیلتس قبلی آنها بود. علاوه براین، نتایج بررسی ها نشان داد که آزمون آیلتس مدرسان را مجبور به طرح و پیروی از برنامه ریزی های آموزشی آزمون-محور و متمرکز بر عملکرد داوطلبان در آزمون می کند.

Keywords [فارسی]

  • آزمون های سرنوشت ساز
  • تجارب مرتبط با آزمون آیلتس
  • مدرسان آیلتس
  • برنامه ریزی آموزشی
  • تاثیر آزمون
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