This study offers insight into washback processes via interactions between the national test, teachers and students as well as raises questions about contemporary educational politics and standardized testing in EFL classrooms. Washback is a term for the effects a test has on teaching and learning. Standardized tests are given increased weight in Sweden and globally, risking an increase of washback. This development puts various properties of education at risk of being undermined. In Sweden, the national tests in ninth grade can be considered high-stake standardized tests since they should be particularly considered in grading. The oral subtest in English may involve specific issues due to socio-affective aspects and challenges of assessing foreign language speech. Through qualitative interviews with six English teachers in Sweden, this study explored their perceptions of washback effects of the oral subtest of English in the national tests in ninth grade. The results indicate substantial washback on teaching practices and learning behaviors, and that socio-affective aspects play a major role in teachers’ choices. Also, some teachers exhibit ambivalence to the content of the test and whether the test results should impact the grades.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-68684 |
| Date | January 2024 |
| Creators | Linde Svantesson, Melissa, Bahtiri, Atdhe |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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