Wash-Back Effect of Iranian Students' Pre-University English Textbook and University Entrance Examinations: Teachers-Based Perspectives

Autor/inn/en	Sadighi, Shiva; Yamini, Mortaza; Bagheri, Mohammad Sadegh; Yarmohammadi, Lotfollah; Zamanian, Mustafa
Titel	Wash-Back Effect of Iranian Students' Pre-University English Textbook and University Entrance Examinations: Teachers-Based Perspectives
Quelle	In: African Educational Research Journal, 6 (2018) 4, S.303-316 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Testing Problems; Foreign Countries; College Entrance Examinations; Teacher Attitudes; High Stakes Tests; Instructional Materials; Textbooks; Teaching Methods; Language Tests; High School Students; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Aufnahmeprüfung; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	In this study, we investigated the possible wash-back effect of the university entrance exam as a high-stakes test and the pre-university English textbook. A 16-item teacher's perspective questionnaire was given to 40 female and male teachers teaching at pre-university schools in Education District No. One, Shiraz, Iran. The data obtained were subjected to SPSS version 17 using Chi-square test to be analyzed. The results showed alignment with those studies which supported the wash-back effect of the high-stakes exams on the teaching materials at different educational levels. Our EFL teachers' perceptions in the study highlighted that the fourth-graders' teachers mostly used supplementary materials geared toward university entrance exams' demand, contrasting with the main textbook's educational objectives. Further pedagogical implications and suggestions for future research would follow. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01