Impacts of the Test of English Listening Comprehension on Students' English Learning Expectations in Taiwan

Autor/in	Chou, Mu-Hsuan
Titel	Impacts of the Test of English Listening Comprehension on Students' English Learning Expectations in Taiwan
Quelle	In: Language, Culture and Curriculum, 28 (2015) 2, S.191-208 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2015.1027216
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; High School Students; Teaching Methods; Listening Skills; Language Proficiency; Language Tests; Listening Comprehension Tests; College Entrance Examinations; Student Attitudes; Expectation; Educational Policy; Testing Problems; Factor Analysis; Multivariate Analysis; Questionnaires; Statistical Significance; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Hörverstehensübung; Aufnahmeprüfung; Schülerverhalten; Expectancy; Erwartung; Politics of education; Bildungspolitik; Faktorenanalyse; Multivariate Analyse; Fragebogen
Abstract	In Taiwan, English language learning in senior high school has predominantly focused on reading, with a heavy emphasis on memorising vocabulary and grammar rules. English listening has been marginalised and is not officially taught until the first year of university. In 2012, the Joint Board of College Recruitment Commission in Taiwan passed legislation that made the new Test of English Listening Comprehension (TELC) a requirement for university application and a part of the College Entrance Examination for senior high school students. The implementation of this new English listening test policy is likely to have unpredictable impacts on its major stakeholders, particularly the students. The present study explored the extent to which the TELC affected Taiwanese senior high school students' language learning and their expectations about the teaching of listening in English classes. The findings revealed that the TELC had a general influence on the participants overall and that certain components of the TELC resulted in more significant differences in students' perceived English listening proficiency than did their subject specialisation. These results suggest that the introduction of this new listening test might serve as leverage for change in the English language teaching in Taiwanese secondary schools in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01