Washback on speaking and spoken interactionteachers’ perceptions in the FAL classroom

  1. Cañada Pujols, María Dolors 1
  2. Milà-Garcia, Alba 1
  1. 1 Universitat Pompeu Fabra
    info

    Universitat Pompeu Fabra

    Barcelona, España

    ROR https://ror.org/04n0g0b29

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2023

Número: 40

Páginas: 25-39

Tipo: Artículo

DOI: 10.30827/PORTALIN.VI40.21814 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Objetivos de desarrollo sostenible

Resumen

La importancia que ha adquirido la certificación de conocimientos en la sociedad actual lleva a plantearse su repercusión en las situaciones de enseñanza/aprendizaje, y el concepto de washback se refiere precisamente a los efectos que los exámenes pueden tener en los contextos formativos. Aunque la investigación sobre washback es considerable, lenguas como el francés todavía han recibido poca atención. A partir de un corpus de entrevistas, estudiamos la incidencia de un examen estandarizado al final del nivel B1 en las Escuelas Oficiales de Idiomas de Cataluña en las prácticas de los profesores, especialmente en lo que se refiere a las actividades de expresión oral. Aunque la mayoría de los docentes creen que su objetivo sigue siendo la enseñanza de la lengua y no los exámenes, las entrevistas revelan que le otorgan más importancia de lo que creen. Además, están especialmente preocupados por el formato del examen oral, cuya naturaleza comunicativa consideran cuestionable.

Referencias bibliográficas

  • [CEFR] Council of Europe (2001). Common European framework of reference for languages: learning, teaching, assessment. Press Syndicate of the University of Cambridge.
  • Alderson, C., & Hamp Lyons, L. (1996). TOEFL preparation courses: A study of washback. Language Testing, 13(3), 280–297. http://doi.org/10.1177/026553229601300304
  • Alderson, C., & Wall, D. (1993). Does washback exist? Applied Linguistics, 14(2), 115–129. https://doi.org/10.1093/applin/14.2.115
  • Ali, M., & Hamid, O. (2020). Teaching English to the test: Why does negative washback exist within secondary education in Bangladesh? Language Assessment Quarterly, 17(2), 129–146. https://doi.org/10.1080/15434303.2020.1717495
  • Bachman, L., & Palmer, A. (2010). Language assessment in practice. Oxford University Press.
  • Barnes, M. (2017). Washback: Exploring what constitutes “good” teaching practices. Journal of English for Academic Purposes, 30, 1–12.
  • Brekhus, W. H., Galliher, J. F., & Gubrium, J. F. (2005). The need for thin description. Qualitative Inquiry, 16(6), 1−19. https://doi.org/10.1177/1077800405280663
  • Brinkmann, S. (2007). Could interviews be epistemic? An alternative to qualitative opinion polling. Qualitative Inquiry, 13, 1116-1138. http://doi.org/10.1177/1077800407308222
  • Burns, A. (2012). A holistic approach to teaching speaking in the language classroom. In Symposium 2012 Lärarrollen i svenska som andraspråk, Stockholm, October 2012, 165–178. Available at https://andrasprak.su.se/polopoly_fs/1.204517.1411636356!/menu/standard/file/Anne_Burns.pdf.
  • Cheng, L. (2013). Consequences, impact, and washback. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 1–14). John Wiley & Sons. https://doi.org/10.1002/9781118411360.wbcla071
  • Cheng, L., Watanabe, Y., & Curtis, A. (Eds.) (2004). Washback in language testing: Research contexts and methods. Lawrence Erlbaum.
  • Coombe, C., Vafadar, H., & Mohebbi, H. (2020). Language assessment literacy: what do we need to learn, unlearn, and relearn? Language Testing in Asia, 10(3). https://doi.org/10.1186/s40468-020-00101-6
  • Dewaele, J. M., MacIntyre, P. D., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2(1), 41–63.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the second language learner revisited. Routledge.
  • East, M. (2015). Coming to terms with innovative high-stakes assessment practice: Teachers’ viewpoints on assessment reform. Language Testing, 32(1), 101–120. https://doi.org/10.1177/0265532214544393
  • Elder, C. (2018). Test review: Certifying French competency: The DELF tout public (B2). Language Testing, 35(4), 615–623. https://doi.org/10.1177/0265532218781627
  • Fulcher, G. (2015). Assessing second language speaking. Language Teaching, 48(2), 198–216. http://doi.org/10.1017/S0261444814000391
  • Gebril, A., & Eid, M. (2017). Test preparation beliefs and practices in a high-stakes context: A teacher’s perspective. Language assessment Quarterly, 14(4), 360–379. https://doi.org/10.1017/S0261444814000391
  • Geranpayeh, A., & Taylor, L. (2013). Examining listening. Cambridge University Press.
  • Gkonou, C. (2017). Towards an Ecological Understanding of Language Anxiety. In C. Gkonou, M. Daubney & J.-M. Dewaele (Eds.), New Insights into Language Anxiety. Theory, Research and Educational Implications (pp. 135–155). De Gruyter. https://doi.org/10.21832/9781783097722-009
  • Goh, C. C. M., & Burns, A. (2012). Teaching speaking: A holistic approach. University Press.
  • Green, A. (2013). Washback in language assessment. International Journal of English Studies, 13(2), 39–51. http://doi.org/10.6018/ijes.13.2.185891
  • Hewitt, E., & Stephenson, J. (2012). Foreign Language Anxiety and Oral Exam Performance: A Replication of Phillips’s MLJ Study. The Modern Language Journal, 96(2), 153–289. https://doi.org/10.1111/j.1540-4781.2011.01174.x
  • Holter, M. T., Johansen, A. B., Ness, O., Brinkmann, S., Høybye, M. T., & Brendryen, H. (2019). Qualitative interview studies of working mechanisms in electronic health: Tools to enhance study quality. Journal of Medical Internet Research, 21(5), e10354. https://doi.org/10.2196/10354
  • Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126. https://doi.org/10.1017/S0267190501000071
  • Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167. https://doi.org/10.1017/S026144480999036X
  • Horwitz, E. K. (2017). On the misreading of Horwitz, Horwitz and Cope (1986) and the need to balance anxiety research and the experiences of anxious language learners. In C. Gkonou, M. Daubney, & J. M. Dewaele (Eds.), New Insights into Language Anxiety: Theory, Research and Educational Implications (pp. 31–47). Multilingual Matters.
  • Krippendorff, K. (2018). Content analysis. An introduction to its methodology (4th ed.). Sage.
  • Lumley, T., & Stoneman, B. (2000). Conflicting perspectives on the role of test preparation in relation to learning? Hong Kong Journal of Applied Linguistics, 5(1), 50–80.
  • Mathison, S. M. (1987). The perceived effects of standardised testing on teaching and curriculum. Unpublished dissertation, University of Illinois at Urbana-Champaign, Urbana.
  • Merriam, S. M. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Messick, S. (1996). Validity and washback in language testing. Language Testing, 13(3), 241–256. http://doi.org/10.1177/026553229601300302
  • Rubio Alcalá, F. (2004). La ansiedad en el aprendizaje de idiomas. Servicio de publicaciones de la Universidad de Huelva.
  • Runté, R. (1998). The impact of centralized examinations on teacher professionalism. Canadian Journal of Education / Revue canadienne de l’éducation, 23(2), 166–181. http://doi.org/10.2307/1585978
  • Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory and Practice in Language Studies, 4(5), 931–940. http://doi.org/10.4304/tpls.4.5.931-940
  • Smith, M. L., Edelsky, C., Draper, K., Rottenberg, C., & Cherland, M. (1990). The role of testing in elementary schools. CSE Technical Report 321. CRESST. University of California.
  • Smyth, A. M., García Manzanares, N., & Fernández-Muñoz, J. J. (2021). Anxiety and Personality as Indicators of Academic Performance in University Foreign Language Classrooms. Porta Linguarum, 36, 27–42. http://doi.org/10.30827/portalin.v0i36.15376
  • Spratt, M. (2005). Washback and the classroom: the implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(1), 5–29. https://doi.org/10.1191/1362168805lr152oa
  • Talmy, S. (2010). Qualitative in applied linguistics: From research instrument to social practice. Annual Review of Applied Linguistics, 30, 128-148. https://doi.org/10.1017/S0267190510000085
  • Taylor, L. (2005). Washback and impact. ELT Journal, 59(2), 154–155.
  • Vandergrift, L. (2015). The DELF in Canada: Perceptions of students, teachers, and parents. The Canadian Modern Language Review, 71(1), 52–74. https://doi.org/10.3138/cmlr.1752
  • Wall, D. (2013). Washback in language assessment. In C. A. Chapelle (Ed.). The Encyclopedia of Applied Linguistics. http://doi.org/10.1002/9781405198431.wbeal1274
  • Winke, P. (2011). Evaluating the validity of a high-stakes ESL test: why teachers’ perceptions matter. TESOL Quarterly, 45(4), 628–660. http://doi.org/10.5054/tq.2011.268063
  • Winke, P., & Lim, H. (2017). The effects of test preparation on second language listening test performance. Language Assessment Quarterly, 14(4), 280–297. http://doi.org/10.1080/15434303.2017.1399396
  • Young, D. J. (2013). Affective Factors and Second Language Spanish. In K. L. Geeslin (Ed.), The Handbook of Spanish Second Language Acquisition (pp. 369–385). https://doi.org/10.1002/9781118584347.ch21
  • Zhang, L. J., & Rahimi, M. (2014). EFL learners’ anxiety level and their beliefs about corrective feedback in oral communication classes. System, 42, 429–439. http://doi.org/10.1016/j.system.2014.01.012
Fuente de los datos: Dialnet