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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-04-25编辑:lgg点击率:7368
论文字数:38620论文编号:org201404251104279462语种:英语 English地区:中国价格:$ 66
摘要:The study of washback TEM-4 on students’ out-of-class English learning issupposed to be significant to the validation process of the test per se. The validity of atest, in traditional and general terms, is the extent to which a test accurately measureswhat it is intended to measure 。
CHAPTER THREE METHODOLOGY..... 33
3.1 RATIONALE FOR TRIANGULATION ....... 33
3.2 RESEARCH SITE........ 37
3.3 RESEARCH DESIGN ....... 38
3.4 QUESTIONNAIRE SURVEYS .... 39
3.4.1 Participants .... 39
3.4.2 Instruments .... 40
3.4.3 Data collection..... 41
3.4.4 Data analysis ....... 41
3.5 CASE STUDY......... 42
3.6 ETHICAL CONSIDERATIONS......... 47
3.7 SUMMARY....... 47CHAPTER FOUR RESULTS......49
4.1 STUDENTS’ PERCEPTIONS OF TEM-4 ..... 49
4.2 STUDENTS’ PLANS FOR TEST PREPARATION........ 51
4.3 STUDENTS’ OUT-OF-CLASS ENGLISH LEARNING PRACTICE......... 53
4.4 SUMMARY....... 59CHAPTER FIVE RESULTS OF THE CASE STUDY .....61
5.1 AMY....... 61
5.2 ANNA..... 66
5.3 BELLA ........ 68
5.4 BETTY ........ 70
Chapter Six Discussion: TEM-4 Washback
6.1 TEM-4 washback in general
In general, TEM-4 had exerted strong washback on students’ out-of-class Englishlearning during the test-preparation period. The questionnaire surveys exposed intensetest practice by the students during this period. In the case study, all eight cases werefound involved in intensive test practice specific to TEM-4 (see Table 6.1). Past testpapers of TEM-4, namely the test papers used in previous TEM-4 administrations, werethe most commonly used material. The other materials used by these participantsinclude TEM-4 mock test papers (which simulate the content and format of TEM-4 pasttest papers) and commercial books or booklets focusing on the training of specificcomponent(s) of TEM-4. The perceived stakes and difficulty of TEM-4 by the students might be responsiblefor their intense test practice. The results of Questionnaire Survey I indicate that TEM-4was generally seen as a high-stakes test. Although the department where this study wasconducted did not set passing TEM-4 as a prerequisite for either successful graduationor awarding of degree at the time of the study, students still had the false impression thatTEM-4 outcome would affect their graduation or awarding of degree. In addition,students also perceived that TEM-4 outcome would have influence on whether theycould find a better job in the future. This result seems to support the view that TEM-4has now become a high-stakes test for English majors (Jin & Fan, 2011). Based on thewashback literature, high-stakes tests are likely to induce intensive washback onteaching and learning (e.g., Shohamy, 1993; Qi, 2004a; Gu, 2007a).
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Conclusion
The present study was intended to investigate the washback of TEM-4 on students’after-class learning. One questionnaire survey was administrated to over 90 Englishmajors at the beginning of a nine-week test-preparation period to understand theirperceptions of the test and their after-class learning before the test-preparation period.Another questionnaire survey was conducted among the same cohort of studentsimmediately after the administration of the test to learn their after-class learning duringthe test-preparation period. On the other hand, a case study, utilizing eight students’weekly diaries and interviews, was conducted to better understand the process ofEnglish outside class bef本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。