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Record identifier : 564697
Personal Name - Primary Intelectual Responsibility : Taghizadeh, Masoomeh
Title and statement of responsibility : On the Washback Effect of the Iranian University Entrance Examination on High School English Teachers' Methodology Use and Classroom Practice [Thesis]/تقی زاده، معصومه;supervisor: Birjandi;advisor: Tajeddin
Publication, Distribution,Etc. : , 2009
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of aArts
Body granting the degree : , Allameh Tabataba'i University Faculty of Persian Literature and Foreign Languages
Summary or Abstract : هدف تحقیق: بررسی تاثیر مثبت کنکور سراسری بر روش تدریس و عملکرد معلمین زبان انگلیسی در دبیرستان های ایران است. پرسش های تحقیق: ایا کنکور سراسرس ایران بر روش تدریس معلمین انگلیسی و فعالیت های کلاسی آنها تاثیر دارد؟ آیا معلمین زبان انگلیسی در دبیرستان های ایران نگرشی منفی به چگونگی تدریس و ارزیابی زبان انگلیسی در این حوزه دارند؟ ایا سابقه تدریس در تاثیر تست کنکور بر روش تدریس معلم نقش دارد؟ نتیجه‌گیری: همه معلمین روش یکسانی نسبت به تدریس داشتند ، بنابراین می توان نتیجه گرفت که تاثیر یکسان تست بر همه معلمان امری ممکن است
: It has often been argued that the university entrance examination (UEE) in Iran dominates the whole educational process in high schools, including the practice of EFL and this washback effect of test has been considered to be a negative one. Students spend several years studying English in high schools with no significan achievement in the ability to speak English and teachers are involved in a competitive cycle just to cover the syllabus and make students ready for the competition. However, these arguments have been treated as what Andrew (2004) refers toت as ب‍assumed truthپ and not the subject of empirical study. Therefore, this research paper aimed to shed light on the matter with reference to high school English teachers. A questionnaire was employed to investigate 70 teachers' attitudes toward the way English is being taught and tested and the way in which it should be taught and tested. Moreover, classroom observation aimed at determining how English is being taught in more details. Besides, in order to delve into the teachers' beliefs behind the token approaches in teaching, 13 teachers were interviewed. The analysis of the questionnaires, using the Likert scale, showed that UEE had a negative effect on teachersب classroom practice and they desired an innovation on the way English is being taught and tested. Classroom observations also proved grammar-translation method to be the dominated methodology in all classrooms. Interview with teachers also suggested UEE as one of the deriving forces behind what teachers do in their English classrooms. However, further studies, including more teachers and a longitudinal observation of their classrooms are suggested..
Topical Name Used as Subject : washback effect
: communicative test
: Classroom practice
: teaching methodology
: high-stakes test
: educational innovation
Information of biblio record : TL
 
 
 
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