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Theoretical and empirical considerations in investigating washback : a study of ESL/EFL learnersSaif, Shahrzad 19 January 2018 (has links)
Researchers' and educators' recognition of the positive/negative effects of tests on teaching and learning activities goes back at least four decades. However, this phenomenon, referred to as “washback” in the applied linguistic literature, has been examined empirically by only a few studies in the field of language testing. Even fewer have based their investigation into washback on an a priori theory outlining the scope and design of the study.
This study examines washback as a phenomenon relating those factors that directly affect the test to those areas most likely to be affected by the test. The goals of the study are: (i) to investigate the existence and nature of the washback phenomenon, (ii) to identify the areas directly/indirectly affected by washback, and (iii) to examine the role of test context, construct, task, and status in promoting beneficial washback.
Theoretically, this study conceptualizes washback based on the current theory of validity proposed by Messick (1989, 1996). It is defined as a phenomenon related to the consequential aspect of the test's construct validity and thus achievable, to a large extent, through the test's design and administration. Given this assumption, a conceptual and methodological framework is proposed that identifies “needs”, “means”, and “consequences” as the major focus areas in the study of washback. While the model recognizes tests of language abilities as instrumental in bringing about washback effects, it highlights an analysis of the needs and objectives of the learners (and of the educational system) and their relationship with the areas influenced by washback as the starting point for any study of washback. Areas most likely to be affected by the test as well as major variables that can potentially promote or hinder the occurrence of washback, are also delineated by the model.
This theoretical framework is examined empirically in this study through a long-term multi-phase investigation conducted in different educational contexts (EFL/ESL), at different levels of proficiency (advanced/intermediate), with different tasks (oral/written) and different groups of subjects. The stages in the experimental part of the study correspond to the different phases of the theoretical framework underlying the investigation. The approach to data collection is both quantitative and qualitative.
The results of the study indicate that positive washback can in fact occur if test constructs and tasks are informed by the needs of both the learners and the educational context for which they are intended. The extent, directness, and depth of washback, however, are found to vary in different areas likely to be influenced by washback. The areas most influenced by washback are found to be those related to immediate classroom contexts: (i) teachers' choice of materials, (ii) teaching activities, (iii) learners' strategies, and (iv) learning outcomes. The study also reveals that non-test-related forces and factors operative in a given educational system might prevent or delay beneficial washback from happening. Based on the theoretical assumption underlying the definition of washback adopted in this study, such consequences which cannot be traced back to the construct of the test are outside the limits of a washback study. / Graduate
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An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second LanguageChildress, Anita Gaye 12 1900 (has links)
The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.
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The language learning strategies used by L2 English learners in the processing of corrective feedback: a casestudy from a secondary school in Hong Kong陳浩然, Chan, Ho-yin, Tony. January 2009 (has links)
published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics
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Teacher's language alternation in an ESL classroom in an English as the medium of instruction (EMI) secondary school: a case studyChan, Ching-yan, Sammi, 陳靜欣 January 2009 (has links)
published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics
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Investigating the effect of metacognitive strategies training on CSL learners in Hong KongNg, Siu-wah, 吳笑華 January 2014 (has links)
published_or_final_version / Education / Master / Master of Education
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A case study : task-based language teaching in a Chinese foreign language contextMak, Ting-fung, Martin, 麥庭峰 January 2014 (has links)
This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected through systematic and methodical research methods. At the end of the research, two theoretical frameworks to evaluate TBLT design and how far it can motivate students are constructed in this project. / published_or_final_version / Education / Master / Master of Education
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Effects of culturally specific prior knowledge on Taiwanese EFL students' English reading comprehensionLin, Lufang. 10 April 2008 (has links)
No description available.
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The Potential Influence of a Learner's Regulatory Orientations on the Linguistic Dimensions of Second Language Writing Task PerformanceUnknown Date (has links)
This dissertation aimed to deepen knowledge and understanding of the impact of individual differences on Second Language (L2) learning
and development. It investigated how a learner's chronic regulatory focus (RF, promotion vs. prevention) and regulatory mode (RM, assessment vs.
locomotion) are related to linguistic characteristics. It also assessed how RF and RM moderate the effect of task complexity on the linguistic
performance of writing, touching a highly controversial issue in the task based language instruction, in terms of complexity, accuracy, and
fluency (CAF). In an experiment, 55 college EFL learners were asked to complete the regulatory focus and mode questionnaires, and then to
perform two writing tasks with varying task complexity; picture description task and argumentative writing task. For analysis, learners'
regulatory foci and modes were evaluated, and learners' writing performances were assessed with three CAF measures. Correlation analyses
revealed 1) the positive correlation between the level of assessment and lexical complexity 2) the negative correlation between the level of
prevention and all measures of CAF, and 3) the negative correlation between the level of locomotion and accuracy. In order to analyze
differences among the four groups divided by the predominance of RF/RM, the One-way ANOVA was conducted. The results revealed the significant
mean differences in fluency and complexity across groups. In the analysis testing the effect of task complexity, the Paired sample t-test
revealed learners significantly increased fluency and lexical complexity but no change in accuracy. However, the patterns determined from the
individual group data were somewhat different from those obtained from the pooled group data. In addition, the results of the analysis of
disaggregated data using 4x2 Repeated-measures ANOVA showed a significant main effect of task complexity on the measures of lexical complexity
and again a significant main effect of regulatory orientations on the measure of fluency. The results of this study provided empirical support
for establish theory and important implications for Second Language (L2) learning and development. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the
degree of Doctor of Philosophy. / Fall Semester 2018. / November 13, 2018. / Includes bibliographical references. / Mostafa Papi, Professor Directing Dissertation; Michael Leeser, University Representative; Phil Hiver,
Committee Member; Elizabeth Jakubowski, Committee Member.
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Examining the Effects of Academic English as a Second Language Pathways at the Community College: A Mixed Methods StudyRodriguez, Olga January 2013 (has links)
Due in large part to their open access and affordability, community colleges have long played a central role in providing students with immigrant backgrounds who are English language learners (ELLs) with access to postsecondary education. Researchers have noted that English as a second language (ESL) courses have been the primary form of support provided by institutions to foster the college persistence and success of ELLs. Nevertheless, despite their importance, little is known about the extent to which participants who engage in postsecondary ESL programs are likely to succeed in college. Therefore, the purpose of this study is to analyze quantitative administrative data and use qualitative data to examine how ELLs seeking postsecondary education acquire the knowledge, skills, and abilities they need to be successful in college programs. It does so by exploring the role of two ESL pathways at a Large Urban Community College System (LUCCS): (1) the English Language Immersion Program (ELIP) and (2) the traditional ESL sequence.
In the quantitative phase of the study, I use a propensity score matching approach together with a large administrative dataset to examine the effects of ESL pathways on ELLs college English enrollment and performance, credit accumulation, and college progression and degree outcomes. I find no evidence that participation in ELIP versus traditional ESL leads to significant impacts on college English enrollment and performance within three and five years. I also find consistent evidence that students who participate in ELIP versus traditional ESL earn fewer college level credits, but they also earn significantly fewer equated credits over three and five years--suggesting they spend less time on remedial coursework. Results also indicate that ELIP participants are more likely to persist and less likely to drop out, but there is no effect on graduation and/or transfer within three and five years. Finally, results indicate that males, younger students (age 23 and younger), and foreign-born, U.S. educated (generation 1.5) students experience less negative impacts on college credits and more positive impacts on several of the longer term outcomes.
Next, qualitative methods were used to help explain the quantitative results. In particular, interviews and focus groups were conducted to explore with program instructors, staff, and students' their perceptions of their engagement in ELIP and traditional ESL and its respective role in students' success in college programs. Findings suggest that null impacts on college English enrollment and performance could be explained by the finding that both ESL pathways emphasize the acquisition similar skills and employ parallel instructional approaches to help students acquire these skills. Findings also suggest that negative impacts on college credit completion may be due to the programs' respective college enrollment experience. The structure and length of the traditional ESL sequence helps explain negative results for equated credits. Differences in persistence and drop out as well as differences for subgroups are found to be partially explained by the activities and interactions that are fostered by a high intensity program.
This study provides suggestive evidence that the ESL pathway taken by degree-seeking students at LUCCS has important implications for their college outcomes. It also suggests that there exist heterogeneous impacts by gender, age, and immigrant status. ESL program staff and college administrators can use these findings to explore strategies that will better support ELL student success.
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The effects of isolated and integrated form-focused instruction in the English-as-a-foreign language primary classroom : a quasi-experimental studyTsapikidou, Danae January 2013 (has links)
No description available.
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