Differential Washback Effects of a High-Stakes Test on Students' English Learning Process: Evidence from a Large-Scale Stratified Survey in China

Autor/inn/en	Dong, Manxia; Fan, Jason; Xu, Jian
Titel	Differential Washback Effects of a High-Stakes Test on Students' English Learning Process: Evidence from a Large-Scale Stratified Survey in China
Quelle	In: Asia Pacific Journal of Education, 43 (2023) 1, S.252-269 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dong, Manxia) ORCID (Xu, Jian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2021.1918057
Schlagwörter	Testing Problems; English (Second Language); Second Language Learning; Second Language Instruction; High Stakes Tests; Teaching Methods; Test Construction; Language Proficiency; Gender Differences; Instructional Program Divisions; Learning Processes; Language Tests; Exit Examinations; Factor Analysis; Learning Motivation; Learning Strategies; High School Students + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Language skill; Language skills; Sprachkompetenz; Geschlechterkonflikt; Learning process; Lernprozess; Language test; Sprachtest; Final examination; Abschlussprüfung; Faktorenanalyse; Motivation for studies; Lernmotivation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Understanding of the differential washback effects of high-stakes tests on students' learning remains limited. This study attempts to fill this research gap by investigating the differential washback effects of the National Matriculation English Test (NMET) in China on students' English learning process across genders, grades and English proficiency levels. A total of 3,105 senior high school students participated in the study. An exploratory factor analysis, descriptive statistics, a t-test and a one-way ANOVA were used to analyse the data. The results showed that the NMET affected multiple facets of students' English learning motivation, learning practices, learning anxiety levels and learning time allotment. Moreover, it was revealed that the washback effects differed significantly among student subgroups defined by gender, grade and English proficiency level. The findings of this study have important implications for improving learning, teaching and test design. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01